O ^oo I 



Department of Education 

CITY AND COUNTY OF SAN FRANCISCO 
STATE OF CALIFORNIA 



COURSE OF STUDY 

IN 

History, Civics, and Ethics 



FOR THE 

DAY ELEMENTARY 
SCHOOLS 



February, 1919 



LEVISON PRINTING CO. u$a tn Ja> tS40 CALIFORNIA ST 



Department of Education 

CITY AND COUNTY OF SAN FRANCISCO 
STATE OF CALIFORNIA 



COURSE OF STUDY 

IN 

History, Civics, and Ethics 



FOR THE 

DAY ELEMENTARY 
SCHOOLS 



February, 1919 



LEVISON PRINTING CO. i i flggg^" 1540 CALIFORNIA ST. 



•C3 



PRESENTED BY THE OFFICE 

of the 

Superintendent of Schools 



Authorized by the 

Board of Education 



FOR USE DURING THE CALENDAR YEAR 1919 



Board of Education 

GEORGE E. GALLAGHER, President 

DR. A. A. D'ANCONA SARAH J. JONES ALICE ROSE POWER 



Superintendent of Schools 
ALFRED RONCOVIERI 



Deputy Superintendents of Schools 
A. J. CLOUD W. H. DeBELL MARY MAGNER 

R. H. WEBSTER 



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PREFACE. 

The broad outline of this Course of Study in History, 
Civics, and Ethics, (Morals and Manners), was prepared 
and submitted by two Committees on History and Civics, 
and two Committees on Ethics, appointed by the Superin- 
tendent, and constituted of principals and teachers. The 
membership of these Committees was: 

HISTORY AND CIVICS. 

First Committee. 

Mr. Richard D. Faulkner, Principal, Chairman. 

Mr. F. H. Rhodes 

Miss M. D. Oliver 

Miss M. E. Faucompre 

Mrs. L. D. Pierson 

Miss A. Anderson 

Miss M. A. Burke 

Second Committee 

Mr. A. E. Kellogg, Principal, Chairman 

Miss M. E. Doyle 

Mrs. M. G. Martini 

Miss H. H. Jacobs 

Miss F. P. Morrison 

Miss A. A. Lang 

Miss R. C. Stolz 

ETHICS, (Morals and Manners). 
First Committee. 

Mrs. K. E. Brogan, Principal, Chairman. 

Miss F. Martin, Principal 

Dr. M. E. Blanchard 

Miss A. C. Robertson 

Miss J. B. Hinds 

Miss B. C. Kincaid 

Miss R. A. Thompson 

Second Committee. 

Mrs. Ivy D. Ostrom, Principal, Chairman. 

Miss T. E. Derham, Principal 

Miss M. L. Downey 

Mrs. M. G. Coyle 

Mrs. B. L. Macdonald 

Miss A. C. Russell 

Miss F. Rosenfeld 

Miss V. D. Heath, Principal 



The Superintendent takes this opportunity of express- 
ing his sincere thanks to the members of these Com- 
mittees for their conscientious service, and for the many 
excellent suggestions offered by them. 

These suggestions have been of substantial value in 
the formulation of the present Course. The corps of 
Deputy Superintendents, A. J. Cloud, Chairman, made a 
thorough study of the reports submitted by the several 
Committees, and, after careful deliberation, decided to 
assemble into a unified Course those parts separately 
presented under History, Civics, and Ethics. Confronted 
by that necessity, the Superintendent and the Deputy 
Superintendents worked out in conference the general 
plan which has been developed into the Course in its pres- 
ent form. 

ALFRED RONCOVIERI, 

Superintendent of Schools. 



San Francisco, California, 
February, 1919. 



GENERAL INTRODUCTION TO HISTORY 
AND CIVICS. 

Importance of the Subject. 

*'I urge that teachers and other school officers in- 
crease materially the time and attention devoted to 
instruction bearing directly on the problems of commu- 
nity and national life." This is not "a. plea for a 
temporary enlargement of the school program, appropriate 
merely to the period of thfe war. It is a plea for a realiza- 
tion in public education of the new emphasis which the 
war has given to the ideals of democracy and to the 
broader conceptions of national life." (President Wood- 
row Wilson in his letter addressed ''to School Officers", 
dated August 23, 1917). 

Such education in citizenship, laying special emphasis 
upon American values, so powerfully urged by the Presi- 
dent, is to be achieved most directly in the elementary 
school through the ''social studies" of the curriculum — 
history, civics, and geography — though the remaining 
studies must contribute their quota to the great end in 
view, that of giving the instruction and training necessary 
for the intelligent understanding and performance of the 
rights and duties of citizenship in a democracy. This 
"socializing" of the entire work of the school is one of 
the most significant movements in present-day education. 
The educational philosophy involved emphasizes not the 
subject or study so much as it does the product, the 
growth within the individual pupil which enables him to 
relate himself truly to his environment in its manifold 
phases — historical, civic, geographical, ethical, and voca- 
tional. 

Nature of History, Civics, and Geography. 

Fundamentally, History, Civics, and Geography deal 
with relationships or problems arising from man's efforts 
to live with his fellows on the earth. They are different 
aspects of the same social subject, rather than three 
closely correlated subjects as they have often been viewed. 

This conception of History, Civics, and Geography as 
a tri-une subject has exercised a controlling influence over 
the selection of the kind and extent of teaching material, 
and the recommendations of types of teaching method, 
made in this Course of Study. It should, therefore, be 
thoroughly understood and appreciated by the teacher 
who would achieve the aim intended in this Course. 



GENERAL INTRODUCTION TO HISTORY. 

The Aim of History Teaching. 

History teaching, specifically, should aim to develop 
in the youth a real sense of personal relationship to past 
and present, furnishing him with a clearer insight into 
the conditions of past ages out of which has evolved the 
complex and changing world in which he lives. Thus, it 
equips him with a truer understanding of that present 
world and also points out more definitely for him the 
promise of the future. In a word, beyond presenting a 
panorama of glorious deeds and heroic lives, history teach- 
ing has the inspiring opportunity of fixing in the character 
of each youth of the nation a noble conception of his place 
in human society, and of arousing in him a lofty zeal to 
play his own part worthily as a citizen of the great 
republic. 

Analyzed into its component parts, history teaching, 
as has been written by an eminent authority, "should 
center around the following important objectives: 

(1) Useful information; 

(2) Political and civic ideals; 

(3) Appreciation of national leaders; 

(4) National solidarity." 

(New Jersey Course of Study "The Teaching of Geog- 
raphy, History and Civics", Kendall) . 

From the point of view of education in citizenship, 
history is to be taught, not merely to secure the mastery 
of the facts of the subject, but to lead boys and girls 
to "believe and understand the worth of being free" to 
show them the price America has paid and is paying for 
liberty, to exemplify the blessings that come to them from 
their heritage of democracy, and to emphasize the obliga- 
tions resting on them to perpetuate these great privileges 
and opportunities for posterity. 

The Plan of the Present Course. 

This Course reflects the prevailing tendency to have 
history taught in every Grade, with the subject-matter 
and method of treatment varied to suit the capacities of 
children at their different stages of mental development. 



In the Primary Grades, the lessons are grouped 
around historical material as distinguished from history- 
proper. In the First, Second, and Third Grades, the 
Course advances from simple studies of the child's imme- 
diate environment and ordinary associations considered 
in their historical aspects, and reinforced by progressively 
difficult projects which are assigned for purposes of stimu- 
lating the beginner's visualization of historical images, to 
the study of man's conquest over Nature as depicted in 
the primitive conditions of life and in earliest authentic 
records. This latter point is reached in the Four A Grade, 
in which the pupils form their first acquaintance, in simple 
story-form, with the ancient oriental peoples, and learn of 
our indebtedness to them. In the Four B Grade, the 
wonderful characters and events of the history of our 
Golden State and Imperial City are presented, enabling the 
child to appreciate truly what our state and city have 
been and what they are. 

It is now generally accepted that a simple treatment of 
our nation's story should be introduced at an early place 
in the curriculum, reserving the thorough study of Ameri- 
can history for the upper Grades. This arrangement is jus- 
tified in part, on the ground of the special benefit secured 
to the large number of children who drop out of school as 
soon as the compulsory attendance laws permit, but chiefly 
is it justified by the more widely distributed benefits to 
the great majority who remain in school. In these, the 
ennobling patriotic conceptions should be awakened and 
purified, during their most impressionable years, by a 
knowledge of the lives and deeds of the men and women 
who discovered, explored, and settled our country, and es- 
tablished in it a nation of free people. In consequence, in 
this Course, the work of Grades Five A and B embraces 
a study of the leading characters and events of our colonial 
and national periods. In these Grades, the transition is 
accomplished from a study of stories and of other material 
bearing upon history, to a study of a text-book in history. 

In our 1911 Course of Study a beginning was made in 
the direction of giving definite attention to the European 
background of American civilization as a foundation for a 
later intensive study of United States history and institu- 
tions, in recognition of the fact that the latter are, in their 
origin, interwoven with European events and conditions 
of life, and that, therefore, a study of the history of our 
ancestors in Europe is essential to a study of the history 



8 

of our own people. This related European history course 
was originally inserted in the Six A Grade; and more 
recently, in our Syllabus of the Course of Study in 1915, 
was expanded over the Five B Grade, as well. 

The present Course establishes such a plan for the 
major part of the work of Grades Six A and B. The study 
is to be of those typical features of Greek, Roman, and 
Mediaeval life which throw a light on the civilization 
transported across the Atlantic by the Colonial emigrants. 
Towards the close of the year's work, the Course develops 
into a comprehensive survey of the period of Discovery 
and Exploration in American history. 

To Grades Seven and Eight is assigned an intensive 
study of the history of the United States from the Colonial 
period to the present day, with special stress upon the 
industrial and social phases of the subject. 

Every teacher, to give her best service in a particular 
Grade, must become thoroughly familiar with the Course 
as a whole, and should resad extensively in books devoted 
to historical and social subjects. (Consult Wayland's^'How 
to Teach American History", Chapter XXIX). 

METHOD IN TEACHING HISTORY. 
Planning the Work. 

It is incumbent upon the teacher to get a vision of 
the term's work and of the Course as a whole. The far- 
ahead look is all-essential, if the teacher hopes to make 
each day's work fit into the large and well-defined pur- 
pose of the Course. The successful teacher makes full 
use of definite lesson-plans. (Refer to Strayer's **A Brief 
Course in the Teaching Process", Chapter XVI, and to 
Wayland's ''How to Teach American History", Chapter 
XXVIII). 

The New Jersey Course of Study says: "Before 
beofinnino: a lesson the teacher should have : 



■■&> 



1. A definite idea of what she expects to accomplish 
in that lesson, and of the importance of the given lesson 
in connection with all the lessons to be taught on a given 
topic. 

2. A thorough, concise knowledge or mastery of the 
lesson, so that she may teach without a text-book. 



3. The successive steps planned, the large questions 
thought out, in order to reach the desired results. 

4. The apparatus for teaching at hand and ready 
for use — modeling table, maps, globe, colored crayon, ref- 
erence material and textbooks. 

5. Assignment made so definite and clear that pupils 
will be stimulated to do their best work. 

6. A determination to conduct the recitation in such 
a way that the pupils will have opportunities for exercise 
of their emotional and volitional natures. 

7. A still more firm resolution to have the attention 
of all members of the class and not only of a few." 

Lower Grades. General Suggestions of Method. 

In the Primary Grades, history is developed largely 
through the medium of the story. In the beginning, 
stories should be told, whenever possible, not read to the 
class. Telling adds greatly to the force and clearness. 
Moral conclusions should not be drawn for the class. The 
time to stop is at the end of the story. 

The child should be encouraged to reproduce the 
story, or parts of it, in talks before the class, in plays 
and games, in simple dramatization, and in all manner 
of hand-work. In these earlier years, history, nature 
study, and hand-work blend,, and should be made illustra- 
tive of one another. 

As the child grows older, the history is taught 
through biography, — or true stories of actual lives, — 
and finally emerges into the narrative of connected 
events, and accounts of achievements and institutions. 
There should be much reading, covered rapidly. 

The cooperation and initiative of the pupils should 
be allowed free play. Pupils should be encouraged to ask 
questions in the recitations, and, beginning as early as 
the Third Grade, to challenge politely each other's ideas 
and expressions. 

Upper Grades. General Suggestions of Method. 

Topics and Problems. Outlining. 

From the Five A Grade on, this Course calls for a 
study of large topics and movements, reinforced by prob- 
lems and projects for investigation and report. The study 
of definite problems aids in -developing a thoughtful atti- 



10 

tude toward social questions. The history should be so 
taught as to have a demonstrably practical purpose, — 
that of showing how present social conditions have grown 
out of earlier ones. 

The use of outlines is a necessary corollary to the 
topic and problem method. The outline suggests the way 
to stress the important events and movements in history, 
as well as to eliminate the non-important or casual inci- 
dents and circumstances. 

The making of outlines by the pupil has a double 
value: it gives him a better understanding of the subject- 
matter that is being studied, and it trains his mind in the 
orderly arrangement of facts. Definite instruction in the 
method of outlining is needed by the pupil. To satisfy 
this need, the teacher may furnish the outlines in the 
introductory stages ; but very soon she should require the 
pupils to assist her, and by the time they reach the Six B 
Grade, she should require them to make their outlines 
independently. She should take care that the pupils' out- 
lines do not represent the mere copying of paragraph 
headings from the text-book, or that the outlines indicate 
merely mechanical operations. Outlining, properly taught, 
demands greater skill in logical processes of thought, the 
higher the pupil advances in the Grades. 

In this Course, the subdivisions in the suggestive out- 
lines for the different grades are not meant to imply that 
only one lesson should be given under each heading. They 
merely present the most essential topics to be considered 
from point to point. Not all the topics given are to be 
worked out in detail. 

To gain variety, the teacher may substitute for the 
outline of individual lessons, outlines of a movement, or 
of an historical period, which has been the leading topic 
during several lessons. Again, she may invite the pupils 
to propound questions to her, or to one another. When- 
ever the pupil is permitted to contribute educational 
material, and to do so in his own way, (under good super- 
vision), he is likely to become interested in the work to 
a point of real enthusiasm. Then it is that we have the 
"socialized recitation". When pupils are required to 
report on special topics to the class, they should be trained 
to use reference material effectively. Questions should 
always be framed in such fashion as to go to the heart 



11 

of the matter, and to call for complete answers as opposed 
to mere fragments of sentences. 

It is most important, as the youth matures, that he 
should gain the power to organize and master material 
with which he is dealing. The teacher must not do all 
the work for him, but must allow him full swing for the 
development of initiative and individuality. This is 
not to be inteipreted as advocating a laissez faire policy 
toward the youth. The extent and nature of the teacher's 
help should be proportioned to the needs of the youth at 
his varying stages of growth, and should be fitted to the 
character of the topics and problems studied at a given 
moment. 

The Text-Book. 

The text-book is an instrument or tool. It can be 
used by the pupil either for the puipose of gaining a 
knowledge of the particular facts it presents, or for the 
purpose of developing the power of independent study 
and of investigation that will lead to the genuine applica- 
tion of facts to life-problems of all kinds. Educationally, 
the latter of those purposes is far more important than 
the former. The teacher should, therefore, strive to 
train the pupil in the use of the text-book as an instru- 
ment to promote real thinking upon vital issues. 

Such teaching in the proper use of the text-book is 
not accomplished incidentally, but only by direct methods 
continued from Grade to Grade. The pupils must first be 
taught to grasp the meaning of the text. This requires 
effective teaching, for, in general, text-book narra- 
tives by reason of space-requirements, are so condensed 
as to be reduced to mere words in the eyes of pupils as yet 
unacquainted with the details upon which the narratives 
are based. The language of the text, therefore, must 
often be simplified, illuminated, and amplified. When 
studying a definite problem, the pupils should be taught 
to examine the text-book for the purpose of determining 
what material the text supplies that will answer the ques- 
tion under consideration. In this way the use of tables of 
contents and indices, of headings and foot-notes, of maps, 
pictures, charts, references, and readings, is made plain. 
The pupils should be taught how to handle intelligently all 
of the mechanical aids of the text-book. (Refer to John- 
son's "The Teaching of History", Chapter XII). 



12 

The Recitation. 

The parts of the recitation that it is deemed desirable 
to speak of in this connection are : (a) the review, (b) the 
assignment, and (c) the study of the assignment. 

a. The review. 

The merit of the review depends upon the principle 
that it is not what has once been learned, but rather what 
is retained that is of worth, and that the retention of 
ideas is contingent upon frequently recalling them into 
experience. Two types of review may be distinguished: 
the daily review, and the comprehensive general review. 

The well-conducted daily review is the best method 
to use in advance of the recitation upon the previously 
assigned lesson. Its purpose is to establish the articula- 
tion of new material with old — to focus attention on the 
new material by bringing to it the necessary past experi- 
ence that will enable the pupil to understand it, and to 
appreciate its significance. 

In contradistinction from the daily review, the com- 
prehensive review is needed only when great divisions of 
the subject have been covered, or at the conclusion of the 
study of well-established sections of the Course, and is 
intended to tighten the grasp on these major divisions, or 
sections of the work. The early comprehensive reviews 
afford the teacher an excellent opportunity to guide the 
pupil in the skillful use of his topical outline, with only 
such reference on his part to the text or assigned read- 
ing, (and then usually by a mere glance at headlines or 
paragraph topics), as will suffice to refresh his mind. In 
later reviews, the outline topics again will afford him the 
surest footing to re-establish the desired data in memory, 
though, if necessary, reference may be made to the text 
or assigned reading, (by way of glancing over tables of 
contents, or quick scanning of paragraph headings) . 

A special type of the comprehensive review, pro- 
posed by Miss Simpson in ''Supervised Study in History", 
is thus described under the title of "The Red Letter Day" : 

"This is an opportunity for a complete summary 
through the means of a Socialized Recitation. One may 
provide for this days or even weeks in advance, and thus 
give the pupils something pleasurable to anticipate. They 
readily appreciate the fact that a lesson of this character 
is an occasion for the contribution of items of special 



13 

interest. A spirit of good-natured rivalry is thus devel- 
oped, with the result that children will do a vast amount 
of ''research" in order to be able to contribute valuable 
information. There is no more delightful proof that our 
pupils are acquiring an interest in history than is demon- 
strated by the contribution of items pertinent to the ques- 
tion under consideration." 

C'The Red Letter Day" comes at the conclusion of 
definite sections of the work.) 

Reviews of whichever type should not be permitted 
to consume much time. They should be brief. They 
should not be mere drill-lessons. Above all, they should 
be vitalizing and socializing and not deadening in their 
effects. 

b. The assignment. 

The subject-matter of the text-book serves only as a 
guide which indicates how information may be obtained. 
Assignments, then, should seldom be made page by page ; 
but should always be made with reference to the way in 
which a given paragraph or series of paragraphs, a map, 
or a picture, will induce purposive thinking in the solu- 
tion of the problem under consideration. This means 
that the pupils and teacher must work out in some detail 
what they want to accomplish before an assignment is 
made. Pupil-initiative is wonderfully stimulated when 
pupils and teacher cooperate in finding the points that 
ought to be brought out in the study of given topics or 
problems. The teacher, rather than the pupil, should 
make a careful appraisement of the subject-matter to be 
assigned. 

c. The study of the assignment. 

Sufficient time should be taken in making the as- 
signment to insure that the pupils understand what is 
required ; how they are to attack the problem ; what 
resources they are to use in securing an answer; and 
what type of response is expected of them. 

Supplementary Texts and Reference Readings. 

(Refer to Johnson's ''The Teaching of History", Chap- 
ter XIII). 

Manifest disadvantages exist in confining a History 



14 

and Civics Course to the use of a single text as the only 
source of information. One of these disadvantages, as 
has already been stated, is that, in general, the content of 
a text must be simplified, illuminated, and amplified. Such 
a statement presupposes that details from other sources 
than the text-book should be introduced. Various other 
disadvantages appear, among them the narrow and often- 
times erroneous impressions and conclusions derived by 
the pupils when their range of vision is restricted to the 
one text. 

To correct these disadvantages, as far as possible, 
this Course furnishes extensive Reference Lists and Read- 
ing Lists upon topics, movements, and periods. It is 
hoped that very great profit will be derived from a liberal 
use of such material. The lists are made very compre- 
hensive, both to provide a wide range of reading for 
teacher and pupil and also, since choice among many books 
is thus provided, to make possible the more ready acqui- 
sition of the books needed or desired. In the Reference 
Lists the books marked by the asterisk are those that 
have the closest bearing upon the work of the given 
Grade. 

Literature Readings. 

From point to point in the Course, Literature Read- 
ing Lists have been supplied, from which passages should 
be selected freely to illuminate the material found in the 
texts. 

Other Teaching Devices. 

Historical wall-maps, outline-maps, and atlases are 

valuable supplements to the text-book maps. The class- 
room exercises should include the construction of maps. 
The pupil will not learn the full use of a map merely from 
looking at it; he will master its principal features only 
by reproducing it. Since, as a matter of fact, historical 
maps are usually designed to illustrate the movements of 
a whole period, and are covered with names which have 
no bearing upon the immediate situation, it is necessary 
for the teacher to relate work of this kind to the specific 
problem absorbing the attention of the class at the given 
moment. Neatness, accuracy, and good taste should be 
required in the making of maps. (Refer to Johnson's 
"The Teaching of History", Chapter X). 

The advantages of constant reference to a great 
variety of geographic influences in the study of history 



15 

are widely recognized ; but it is best, in this case, also, to 
limit the specific treatment of these influences to a few 
simple conditions which can be readily understood and 
presented, and to teach them in connection with the 
events to which they are related. (Refer to Kendall and 
Stryker's ''History in the Elementary School", Chapter 
XIII). 

Historical characters, incidents, and situations lend 
themselves readily to dramatic presentation. As a class- 
room device, dramatization appeals most strongly, not 
only to the eye and ear of the child, but also to the motor 
experiences of which his life is so largely composed. This 
method should, therefore, be afforded a much larger scope 
in history teaching than has been customary. In the 
earlier Grades, simple reproductions of historic scenes and 
persons should be frequently given; and, in the upper 
Grades, similar but more highly developed reproductions 
should be continued, and may even be strengthened and 
enlivened by the production of dramatic writings com- 
posed by the pupils themselves, wherever such can be 
inspired. (Refer to Wayland's "How to Teach American 
History", Chapter XIII, and to Kendall and Stryker's 
"History in the Elementary School", Chapter XI) . 

Pictures, like maps, should be treated as material for 
systematic study. Collections suflaciently extensive to 
illustrate many phases of the subject are now easily 
obtainable. The Mentor Serial and the Perry Pictures 
are the most representative of such collections. (Mentor 
Publishing Co., 222 Fourth Avenue, New York City; Perry 
Picture Co., Maiden, Mass.). (Refer to Johnson's "The 
Teaching of History", Chapter IX). 

Note Books have great value. They should be used 
to hold assignments, class exercises, outlines, summaries, 
maps, and important facts dictated by the teacher. (Re- 
fer to Wayland's "How to Teach American History", 
Chapter XXVII). 

Standard of Achievement in History Teaching. 

History is a formative influence. The ideal to be 
sought in history teaching may be summarized as that 
of awakening "the pupiFs original interest in the varied 
experiences of the past" until it "becomes so strong that 
it will continue to act as a formative influence in his 
intellectual growth." 



16 



GENERAL INTRODUCTION TO CIVICS. 

What is Civics? 

''Civics, on its cultural side, is the study of that social 
environment we call the community" (including such 
types as the home, the school, the church, the shop, the 
state) ; "on its practical side, it is a training for efficient 
community service and particularly in that type of com- 
munity which we term the state * * * Civics as a school 
subject includes both a curriculum of studies and a cur- 
riculum of activities". (Dr. J. L. Barnard in Annals 
Amer. Acad, of Pol. and Soc. Sci., 1916) . 

Special Significance of Civics. 

The extraordinary value of Civics, when treated from 
the social point of view, as a means of furthering national 
welfare, has come to be fully recognized only in recent 
years. It is now found to be an effective instrumentality 
in securing that all-important objective in a nation's life — 
the transmutation of existing tendencies and modes of 
thought among the young into social ideals among them 
when they become of maturer years. Civics is a force of 
real national preparedness of equal potency in peace and 
war. Owing to the complexity of the structure of modern 
society, however, the principles of the subject cannot be 
absorbed, but must be taught. Hence, among the other 
means of promoting ''Civic Education", Civics is now 
accorded its true position of an educational essential, as 
established on the two general premises laid down by 
Professor Franklin Bobbitt (Cleveland Survey) : (1) "it 
is a human necessity today"; (2) "it is so complex and 
inaccessible as to require systematic teaching". 

The Aim of Civics Teaching. 

The common expression that the basic aim of Civics 
is the training of the youth in habits of good citizenship, 
simple as it looks, calls for illumination through the 
medium of an exact definition of that concrete reality, 
the good citizen. 

Dr. Barnard supplies such a definition. He says: 
"A citizen is any one who participates in community ac- 
tion, sharing its privileges and properly subject to a 
share in its duties and responsibilities". (Annals, as 
above) . 



17 

A clear definition is also found in the standard report 
on "The Teaching of Community Civics", U. S. Bureau of 
Education Bulletin, 1915, No. 23, which reads : 'The good 
citizen may be defined as a person who habitually con- 
ducts himself with proper regard for the welfare of the 
community of which he is a member and who is active 
and intelligent in his cooperation with his fellow-members 
to that end." 

Specifically, then, (summarizing from the same Re- 
port), to accomplish its part in the development of good 
citizens. Civics teaching should aim to lead the pupil: 

(1) To see the importance and significance of the 
elements of social welfare in their relations to himself 
and to the communities (city, state, and nation) , of which 
he is a member; 

(2) To know the social agencies, governmental and 
voluntary, that exist to secure these elements of com- 
munity welfare; 

(3) To recognize his civic obligations, present and 
future, and to respond to them by appropriate action. 

Phrased in a different way "The steps in this newer 
sort of civic training would naturally be: first, to secure 
a fund of practical infonnation about civic problems ; sec- 
ond, to arouse interest in these problems ; third, to stimu- 
late such co-operation with community agencies as the 
maturity and experience of the pupil enable him to offer". 
(Barnard, as above). 

Civics teaching, therefore, should awaken an abiding 
interest in the notion that the State is "the partnership 
of the living, the dead, and the yet to be born in all virtue, 
all science, and all art" ; and that citizenship is "the recip- 
rocal obligation of allegiance and protection within this 
partnership". Effective Civics teaching makes its appeal 
definitely and constantly to the pupil's partnership in the 
business of community and nation. This partnership in 
the United States is democratic, being an agency to 
achieve "the purposes of all, through all, under the leader- 
ship of the wisest and the best". 

To quote again from the U. S. Bureau of Education 
Report above-mentioned: "Training for good citizenship 
must begin even before the child enters school and must 
continue through school, and, indeed, through life". Civic 
education, then, must be a continuous process, and is not 
to be regarded, except incidentally, as a preparation for 



18 

future citizenship. The pupil is a citizen now. He is 
already an active factor in community affairs. This exist- 
ent citizenship, civic education is obligated to secure and 
guide into righteous channels of thought and conduct. 

The office assigned to the teacher, therefore, is two- 
fold : to awaken in the pupils high ideals, and to stimulate 
worthy responses. She is to inspire social feeling, social 
thought, and social action. Indeed, she is given a unique 
opportunity to be of signal service in making **the world 
safe for democracy". 

Plan of the Present Course. 

While the heavy emphasis on abstract principles in 
Civics teaching is reserved for the upper grades and for 
high school years in this Course, yet the civic aspects of 
the child's environment are clearly and strongly revealed 
from the beginning to the end of his elementary school- 
life. 

The Course combines a "curriculum of studies" and 
a "curriculum of activities". In the earlier grades, it 
plans to give the child an understanding of, and to fix in 
him a proper attitude toward the civic life of his own com- 
munity — home and family, school, city, state, and nation. 
In the advanced grades, it organizes the subject-matter 
into three distinct branches, all, nevertheless, being con- 
fluents of the main stream of the development of good 
citizenship: (1) subject-matter suitable for direct presenta- 
tion through class exercises, text-books, and other methods 
of definite instruction; (2) subject-matter bearing upon 
the formation of habits of civic value; and (3) subject- 
matter affording opportunity for the organization and 
pursuit of civic activities. By easy gradations the boy or 
girl is familiarized with the simpler forms of the elements 
and agencies of community welfare, both voluntary and 
governmental, until, in the higher grades, he is given defi- 
nite insight into the nature of local, state, and national 
governments and their operation, as the supreme agency 
of civic welfare. Throughout, is kept in direct view the 
underlying aim of training the child and youth to recog- 
nize personal responsibilities through the application of 
civic virtues to conduct. 

"It is believed that through this process the young 
citizens may come to understand and appreciate what this 
great outside world is doing for them and what they may 



19 

do in return. What is more, they will discover that those 
who are doing the worth-while work of the world must 
embody those very civic virtues that they themselves are 
being trained to practice". (Dr. J. L. Barnard, in chapter 
on Civics in Rapeer's 'Teaching Elementary School Sub- 
jects"). 

A distinct effort is, therefore, made from the begin- 
ning to the end of the Course to translate proper emo- 
tional reactions into civic virtues by organization of the' 
material that falls within the domain of Civics and by 
encouragement of civic activities — though to be complete 
in effectiveness, these reactions should be highly organ- 
ized in other subjects of the curriculum, such as English, 
History, Geography, Music, Drawing, Physical Education, 
Manual Training, and Domestic Science. 

This thought is well epitomized in the following 
words : 

"It would be difficult to overestimate the power of 
emotion in education. With the impetus of right feeling, 
the work is cai;ried lightly over any obstacles. Without 
it the curriculum is dull and dead". (Detroit Course, 
1918, in "The Teaching of Patriotism"). 

The first of these civic virtues to be considered is 
patriotism. "Intelligent patriotism is a state of mind, a 
mode of thinking, the result of countless impressions and 
tendencies. The development of the right kind of patriot- 
ism depends upon the whole substance and method of 
instruction in our schools", (idem.) The Civics teacher 
bears a large share of the responsibility, however, in lead- 
ing the pupil to understand the principles on which democ- 
racy is reared, as well as to guide him in the practice of 
those principles in the spirit of true patriotism. 

Many other civic virtues are to be taught in the Course, 
not so much by precept as by example and practice, — such 
as obedience, cleanliness, orderliness, courtesy, truthful- 
ness, honesty, thoroughness, initiative, perseverance, and 
efficiency — an efficiency, however, in which are incorpo- 
rated the ideals of justice and humanity. 

Method in General. 

It is well to recall at this point that, in a Course of 
Study, method is of primary consequence; the outline of 
subject-matter is only of secondary moment. "What we 



20 

must teach is not courses of study but great powers and 
great ideals", says the Detroit Course in "The Teaching 
of Patriotism". 

The broad conception of Method demanded by this 
Course is well expressed in the following two sentences 
from Professor Franklin Bobbitt (Cleveland Survey) : 
"Youth will learn to think, to judge and to do, by think- 
ing, judging and doing. They will acquire a sense of 
responsibility by bearing responsibility." 

The social facts upon which Method in Civics should 
be based, if we condense and slightly adapt from the 
authoritative report on "The Teaching of Community 
Civics" above cited, are the following: 

1. The pupil is a young citizen with real present 
interests at stake. It is the first task of the teacher, there- 
fore, not to create an interest for future use, but to 
demonstrate existing interests and present citizenship. 

2. The pupil as a young citizen is a real factor in 
community affairs. Therefore, it is an obligation of the 
teacher to cultivate in the pupil a sense of his responsi- 
bility, present as well as future. 

3. If a citizen has an interest in civic matters and 
a sense of his personal responsibility, he will want to act. 
Therefore, the teacher *must help the pupil, through op- 
portunities furnished, to live his civics both in the school 
and in the community outside. 

4. Right action depends not only upon information, 
interest, and will, but also upon judgment. The teacher 
shall, therefore, guide the development of the pupil's 
power to weigh facts and to judge relative values. 

5. Every citizen possesses a large amount of unor- 
ganized information regarding community affairs. The 
teacher's duty is to lead the young citizen to organize this 
information so that it may be of use to him and to his 
fellows. 

6. People are, as a rule, most ready to act upon con- 
victions they, themselves, have helped to form by their 
own mental processes and that are based upon their own 
experience and observation. 



21 

Hence, the teacher should guide the members of the 
class : 

a. To contribute facts from their own exper- 

ience. 

b. To contribute other facts gathered by the 

class. 

c. To use their own reasoning powers in form- 

ing conclusions. 

d. To submit these conclusions to criticism. 
7. The class group has the essential characteristics 

of a community. Therefore, the teacher's part is to cause 
the class to exemplify in spirit and practice the true ideals 
of a democratic comm.unity. 

While, as has been stated above, the heavy emphasis 
on abstract principles in Civics teaching should be re- 
served for the upper grades and high school years, yet a 
very large amount of the concrete knowledge of social 
activities and agencies is readily acquired by the child in 
the lower grades, and systematic opportunities for par- 
ticipation in the human activities in which such knowl- 
edge is used, in so far as such knowledge is suited to his 
stages of mental growth, must be afforded him. Thus, 
the pupil should be taught early to take a keen interest 
in those activities which concern himself in the school, 
and in his neighborhood, so that, realizing the full mea- 
sure of his citizenship, he may be intelligently and con- 
scientiously interested in the larger life of which he is 
even now a part. Only as the teacher stirs the interest of 
the pupil; only as she provides proper motives for his 
response; only as she arouses co-operation and team- 
work; only as she guides his judgment with reference to 
civic situations and m.ethods of dealing with them; only 
as she inspires civic initiative and furnishes opportunities 
for the growth of individuality in handling affairs, organ- 
zing all on the basis of past experiences, — only by such 
means does she aid in the development of right-minded 
and true-souled citizens. 

*'In the past much civic instruction has been ineffec- 
tive because it has left the pupil to work out for himself 
the application of general principles to conduct. The 
translation of principles into conduct is more difficult than 
the comprehension of the principles them.selves. It is 
largely a matter of motive, reinforced by judgment and 
initiative. To cultivate these is the teacher's greatest 
task". ("The Teaching of Community Civics", U. S. 
Bureau Bulletin, 1915, No. 23). 



22 

Method in Relation to the Plan of This Course. 

"Civics is a subject which is not enslaved to a text- 
book". 

The early training in the fundamental civic virtues 
should be imparted through the medium of stories, poems, 
songs, constructive and manipulative work, games, and 
simple dramatization. Situations that arise in the every- 
day life of the child, in the classroom or on the play- 
ground, should provide the motive, wherever possible. 
The virtues to be established must be transformed into 
practice — to achieve which, extensive opportunities for 
engaging in civic activities are to be afforded the child. 
The civic virtues lend themselves readily to inculcation 
through the many suggested forms of civic activity. 

In the next stage of the Course — approximately from 
Grades Three to Seven — the study of the elements 
and agencies of community welfare progresses from rela- 
tions of dependence, to those of independence and service. 
During this stage, "the personal and human side must be 
kept in the foreground, to the practical exclusion of organ- 
ization or legal powers". (Barnard). The idealizing, or 
hero-worshipping, mental and emotional attitude of the 
boy or girl at this age, should be turned to advantage in 
fixing habits of civic value. These habits must be allowed 
full opportunity for growth and expansion through the 
employment of civic activities. For example, at this 
point, excursions and trips to museums, industrial plants, 
etc., furnish the youth with concrete impressions both of 
the services rendered by various agencies of community 
welfare, and of the people who render those services, par- 
ticularly when such trips are followed by reports and dis- 
cussions in the classroom. 

The final stage is a deeper study of the elements of 
civic welfare, culminating in definite instruction in the 
mechanism of government — local, state, and national — as 
the supreme civic agency. At this point the doing side 
of the Civics curriculum should be emphasized more than 
ever, in order that civic virtues may be firmly grounded 
in practice. Programs of activities of all kinds that pro- 
vide direct touch with community life are to be constantly 
stimulated and encouraged. 

It is intended that the "Outline of Work" presented 
in the Course, grade by grade, shall suggest general ma- 
terial of value from which the teacher must herself organ- 
ize the details of the work step by step. 



23 

Method in Particular. Especially for the higher Primary 
and the upper Elementary Grades. ' 

The main purpose of the text-book in a Civics Course 
is to guide the pupil in his search for, and observation of, 
the facts of his own community hf e, to help him to organ- 
ize his knowledge and the material for investigation, and 
to enable him as his interest is aroused to satisfy the vital 
questions raised by him relative to social conditions. It 
complements such other means as reports and pamphlets, 
(by governmental and voluntary officials and bodies), 
magazine articles, newspaper articles, and first-hand 
studies into community enteii)rises. 

The method of approach to lessons in Civics may be 
briefly characterized as that of proceeding **from the near 
to the remote, from the simple to the complex, from the 
concrete to the abstract, from function to structure, from 
the small problems to the greater, from local to state and 
national, from matters of current interest to those of 
origin and growth". (Barnard). 

The problem method expounded in the Introduction 
to the Course in History is even more fully applicable to 
Civics. The teacher should read that section with great 
care and apply its recommendations. At various points 
in this Course illustrative problems are given. No attempt 
has been made to exhaust the supply — volumes would be 
needed for such an achievement. The teacher will find 
a great deal of excellent problem and project material in 
any one of the more recent texts in Elementary Civics. 

The type-lessons immediately following illustrate the 
problem method in detail. They are slightly adapted from 
the New Jersey Course of Study. 

1. Four A Grade Type-lesson. 

Problem : "What is the waste in paper in our school 
for a given month?" 

Select a committee of children to collect the waste- 
baskets of the various rooms of a given school-building, 
say for two afternoons of each week for a period of three 
weeks. Have the committee examine the papers found in 
the waste-baskets, taking notes upon at least two items: 
(1), the amount of unused space on the papers found; 
(2), the amount of poor and untidy work found on the 
paper. Then have the committee figure out the amounts, 
determine the percentage of paper wasted in a given room 
over a given time, and score the several rooms on the 



24 

basis of their service in saving money for the community 
through wise economy in the use of paper. The percent- 
age of untidy and soiled paper may also indicate the 
room's standing. Such a procedure is a practical demon- 
stration in schoolroom cooperation. If used rightly it 
will conserve money for a community and give the grow- 
ing children thereof a true attitude toward the proper 
use of public funds. 

2. Six B Grade Type-lesson, (in topical outline 
form) . 

Problem: Education as a Community Enterprise. 

I. Public School Education. 

1. Value. 

a. To the individual children of a commu- 

nity. 

1. Gives them the tools of knowledge. 

2. Trains them in habits of health. 

3. Gives skill in use of hands. 

4. Teaches the value of such virtues as 

truthfulness, politeness, industry, 
obedience, and reverence. 

b. To the life of the community. 

1. Creates interest in community wel- 

fare. 

2. Makes it possible for all people of a 

community to receive training. 

3. Furnishes leaders for the commu- 

nity. 

2. Cost. 

a. In time. 

b. In money. 

3. Responsibilities of those who have received 

schooling. 

II. Public schools of our community. 

1. How they are supported. 

2. How administered. 

3. How related to the home. 

4. How home and schools can cooperate. 

5. How they serve the community. 



25 

6. How related to public library. 

7. How related to police departments, police 

courts, juvenile courts and attendance 
officer. 

8. How related to recreational parks. 

9. How related to the different occupations of 

the community. 

10. How the growth of the schools is related to 

the growth of the community. 

11. What the community thinks of its schools. 

12. How the community shows its attitude 

toward the work of the schools. 

13. How school children may help in having good 

schools. 

a. By taking care of the buildings and 

grounds. 

b. By taking care of equipment and sup- 

plies. 

c. By talking about the good features of 

school life. 

d. By making good use of their time in and 

out of school. 

For further illustrations of type-lessons, refer in this 
Course to the Six A Grade Course Type-lesson on "The 
Greeks as Citizens" ; the Six B Grade Course Type-lesson 
on ''Civic Virtues"; the development of such topics as 
"Thrift", in the Seven A Grade; "A preliminary survey 
of national government", in the Seven B Grade; and of 
"Liberty", in the Eight B Grade. 

Concrete Suggestions Relating to Civic Activities. 

The school itself should be a perpetual object-lesson 
in real community life, furnishing many and varied oppor- 
tunities for right actions of civic value. 

Opening exercises should be extensively utilized to 
impress lessons in Civics. Programs may well be built 
around school or community problems and situations. In 
the upper grades committees of pupils appointed to ar- 
range for such exercises are a means of motivating the. 
work. 



26 

The garden project will form a center of industry and 
cooperation for the whole school and neighborhood. Home 
and school gardens will encourage thrift. Industry is a 
phase of man's intellectual conquest of Nature. 

Improvement clubs and other civic societies may be 

organized in each class, and an improvement club for the 
school may be composed of the chairmen, or the chairmen 
and secretaries of the class clubs. These give the youth 
a concrete idea of voluntary civic associations and their 
usefulness. It is a matter of far-reaching significance, 
from the point of view of good citizenship, for the youth 
to learn at first-hand that voluntary associations, unions, 
and like organizations are some of the chief means by 
which our citizens work for the achievement of civic pur- 
poses. 

All pupils should procure membership in the public 
library, and secure and read good books. 

The method of dramatization is easily and naturally 
adapted to the teaching of this subject. 

In the same way as in dramatization, class discus- 
sions and informal and formal debates on vital political, 
social, and economic problems call forth a ready response 
from upper grade pupils. They enliven the work, and 
give good training in oral expression. These forms of 
civic activity may be conducted before the class, before 
the school, and before the patrons of the school. In the 
preparation of such work, the pupils should be trained 
in stating the problems or propositions in clear form, in 
organizing topical outlines and simple briefs, in collecting 
and segregating collateral material, and in establishing 
reference lists for the subjects under consideration. Good 
judgment must be exercised in the selection of the ques- 
tions for debate. Specific instruction should be afforded 
in the courtesies of the platform. (Refer to Kendall and 
Stryker, Chapter XII). 

Programs for national and state holidays, especially 
those of patriotic import, are exceedingly effective in civic 
education. (Refer to Kendall and Stryker, Chapter XV) . 

Collections of material bearing upon Civics obtained 
by the pupils themselves and placed in scrapbooks, or on 
exhibition — such as newspaper and magazine articles, 
pamphlets, reports, photographs, pictures, etc. — are of 
decided value. 



27 

Opportunities for the cultivation of proper social and 
civic habits thi'ough the many means for group activity, 
such as shop work, domestic science, physical education, 
athletics, and school gardening yield abundant returns 
from the point of view of civic training. Frequent trips 
and excursions by the class, or other groups, to see the 
agencies being studied, followed by reports and discus- 
sions, are of peculiar importance. The "larger part of a 
civics laboratory lies outside the schoolroom, and obvi- 
ously the pupils can use this material only where it is to 
be found". (Barnard). 
t 

Pupil participation in school control, within such limi- 
tations as the age of the youth and the school organiza- 
tion make necessary, has great educational value, and 
should be encouraged to the end of cultivating in the 
young citizens a knowledge of and practice in self-govern- 
ment under the actual conditions of their present life. 
Such a plan has proceeded bej^ond the experimental stage 
in such a city, for example, as Indianapolis, as may be 
judged from the following extract quoted from U. S. 
Bureau of Education Bulletin 1915, No. 17, entitled "Civic 
Education in Elementary Schools as Illustrated in Indian- 
apolis" (Arthur W. Dunn), page 31. 

"Pupil participation in school management is a very 
real thing in Indianapolis, and in some schools is carried 
to a high degree of effectiveness. It consists in a realiza- 
tion of the theory that the school is a real community with 
characteristics of its own, although possessing certain 
fundamental characteristics in common with all commu- 
nities. Of this community, pupils and teachers are mem- 
bers with certain common interest. Cooperation is the 
keynote of the community life. The realization of this 
cooperation is seen in the classrooms, in study halls, in 
the assembly rooms, in the corridors, on the playground. 
It manifests itself in the method of preparing and con- 
ducting recitations; in the care of school property; in 
protecting the rights of younger children ; in maintaining 
the sanitary conditions of the building and gi'ound; 
in the elimination of cases of "discipline" and of irregu- 
larity of attendance; in the preparation and conduct of 
opening exercises, school entertainments, and graduat- 
ing exercises; in beautifying school grounds; in the 
making of repairs and equipment for "our school"; in 
fact, in every aspect of the school life." 



28 

Test of Success in Civics Teaching. 

The test suggested by Arthur W. Dunn, the noted 
authority on Civics, as a fair measurement of the achieve- 
ment of results in a Civics Course, is a determination as 
to whether or not the young citizen's interest has been 
aroused in community affairs, with corresponding motives 
for participation in them ; together with a fair degree of 
cultivation of civic initiative and civic judgment. 

To this statement of desirable results Dr. J. L. 
Barnard adds: ''However, it must be remembered that 
the gains from such a course cannot be measured with 
a yardstick or weighed with a pair of scales. They 
must be evaluated gradually, as they shall appear in the 
civic life of the young people who grow up under its 
influence." (Chapter on Civics in 'Teaching Elementary 
School Subjects", Rapeer and Others.) 

INTRODUCTION TO ETHICS. 

While a well-planned Course in Ethics ("Morals and 
Manners") was submitted by Committees appointed for 
the purpose (See Preface) — to w^hom our grateful thanks 
are again tendered for the admirable performance of their 
appointed task — yet it has been deemed wise, on mature 
reflection, to incorporate the content of Ethics in the 
Course of History and Civics, rather than to present it 
as a separate entity. 

By reference to the Civics Course in particular, and 
examination of the peculiar stress laid upon the inculca- 
tion of principles of civic morality — which have individual 
application at all points — it will be manifest that Ethics 
is an integral element and a vitally significant feature of 
the Course. 



INTRODUCTION TO CURRENT EVENTS. 

The conception of History and Civics herein set forth 
as different aspects of the same social study calls for the 
introduction from the Six A Grade forward of the 
material now generally denominated Current Events — for 
Current Events is history in the making. The time for 
the presentation of such studies and exercises is to be 
definitely apportioned from the periods devoted to History 
and Civics. 



29 

It is "just as important", (as Miss Simpson says in 
"Supervised Study in History"), "to teach present-day 
events * * * as it is to teach the events of the past 
It is through the study of the events of the present * * * 
that the past may be made real to the pupils". Systematic 
instruction leading to a definite knowledge of the great 
public questions of the day is needed in order to provide 
a basis for intelligent citizenship. 

A method suggested by Miss Simpson in "Super- 
vised Study in History" for creating an interest in 
Current Events is the following, in summary: 

Let the teacher at the beginning of the semester 
use the time for Current Events in giving the pupils 
instruction in methods of studying significant affairs of 
the day. 

First, determine how many read the papers; what 
papers or magazines they read, and the kinds of articles 
they select. Follow this by giving a series of lessons upon 
"The newspaper and what it contains", including general 
suggestions upon "How to read a newspaper" with respect 
to evaluating the items of news, "The kinds of news- 
papers", and "Editorials". As the next step, make a 
similar study of the magazine. These preliminaries con- 
cluded, give instruction in collecting Current Events 
material for note-book use. Current Events clippings fur- 
nish the very best illustrative subject-matter for both 
History and Civics. 

This Course requires that time be given to re- 
ports and discussions upon the topics dealing with 
present-day conditions. Such periodicals as "Cur- 
rent Events" and "The World's Chronicle" should 
be in the hands of the pupils. In studying the 
articles of such publications the pupils should be 
carefully guided to select the items of greatest value. 
Topics may be classified, as, for example, those of local 
interest, those of national import, and those of foreign or 
international consequence. Sources of information should 
always be given. Opportunities for the class to render 
judgment upon the relative importance of topics chosen 
by individual members of the class afford excellent train- 
ing in the development of the power to discriminate wisely 
in the selection of material. The consensus of opinion 
of the class will be a good index to the topics of keenest 
interest. This work requires "careful research, definite 
knowledge and unbiased judgment". Initiative and inde- 
dependence of mind are its direct outgrowth. The 



30 

discussions must not be allowed, however, to degenerate 
into the voicing of ''biased personal opinions, often based 
upon inadequate information or wrong viewpoint". 

It is very difficult to present type-lessons in Current 
Events for the reason that the material is fugitive and 
evanescent by its very nature. The following may serve 
as an example — not fully developed, however — (adapted 
from Miss Simpson). 

Type-Lesson. 

Seven B Grade, (in close correlation with History). 
Topic : Aid from France. 

1. The services rendered by Lafayette and Rocham- 
beau to America in the Revolutionary War. Franklin 
in France. Financial aid. 

2. Our repayment to France. The neutrality of the 
United States at the beginning of the World-War. Aid 
given Belgium; work of the Commission for the Relief 
of Belgium. The United States joins France and the 
Allies. Our army in France. Gratitude of the French 
Nation — how displayed. 

Such a lesson demonstrates how much Current Events 
may aid the pupil in studying History, and vice versa; 
and the same might be exemplified for Civics. 

Conclusion. 

The teacher of History and Civics, more perhaps than 
any other, may approach the educational ideal by daily 
appreciating and applying in her teaching the truth that 
''Education is not merely a preparation for life ; it is life". 
She has the most direct opportunity of all to promote 
right living and general welfare, to inculcate principles 
of social justice, and to foster the highest ideals of 
present and future citizenship. 

A Selected Professional Bibliography. 

Bagley: The Determination of Minimum Essentials in 
Elementary Geography and History, 14th Year Book, 
National Society for Study of Education, (University 
of Chicago Press). 

Barnard: The Teaching of Civics in Elementary and 
Secondary Schools, (Proceedings N. E. A., 1913). 



31 

Barnard; Training in the Schools for Civic Efficiency, 
(article in "New Possibilities in Education", Annals 
Amer. Acad. Pol. and Soc. Sci., 1916). 

Bliss: History in the Elementary Schools, (American 
Book Co.). 

Bobbitt: What the Schools Teach and Might Teach, 
(Cleveland Education Survey). 

Bourne: Teaching of History and Civics, (Longmans). 

Cabot and Othei^s: A Course in Citizenship, (Houghton 
Mifflin Co.). 

Charters: Teaching the Common Branches, Chapters 
X and XI, (Houghton Mifflin Co.). 

Committee of Eight: The Study of History in the Ele- 
mentary Schools, (Charles Scribner's Sons). 

Dresslar: School Hygiene, (The Macmillan Co.). 

Dunn: The Trend of Civic Education, (Report U. S. 
Com. of Educ, 1914, Vol. I, Chap. XVIII). 

Dunn: Chapter on Civics in the "San Francisco School 
Survey". 

Dynes: Socializing the Child, (Silver, Burdett and Co.). 

Finlay- Johnson : the Dramatic Method of Teaching, (Ginn 
and Co.). 

Freeman: The Psychology of the Common Branches, 
Chapter VII, (Houghton Mifflin Co.). 

Hartwell: The Teaching of History, (Houghton Mifflin 
Co.). 

Hill: The Teaching of Civics, (Houghton Mifflin Co.). 

Horn : Possible Defects in the Present Content of Amer- 
ican History as Taught in the Schools, 16th Year 
Book, (University of Chicago Press). 

Johnson: The Teaching of History, (The Macmillan Co.) 

Kemp: An Outline of History for the Grades, (Ginn 
and Co.). 

Kendall and Mirick: How to Teach the Fundamental 
Subjects, Chapter IV, (Houghton Mifflin Co.). 

Kendall and Stryker : History in the Elementary Schools, 
(Houghton Mifflin Co.). 

King- Education for Social Efficiency, (Appleton). 

King: The Social Aspects of Education, (Appleton). 



32 

La Rue : The Science and the Art of Teaching, (American 
Book Co.) . 

Larned : The Literature of American History, (Houghton 
Mifflin Co.). 

Mace: Method in History, new edition, (Rand, McNally 
and Co.). 

McMurry, C. A.: Special Method in History, (The Mac- 
millan Co.). 

Peters: Human Conduct, especially Chapters XVH to 
XXVI, inclusive, (The Macmillan Co.). 

Rapeer and Others: Teaching Elementary School Sub- 
jects, Chapters XX and XXI, (Charles Scribner's 
Sons) . 

Rice and Others : The Course of Study in History for the 
Common School, (University of Chicago Press). 

Simpson: Supervised Study in History, (The Macmillan 
Co.). 

Stray er: A Brief Course in the Teaching Process, (The 
Macmillan Co.). 

Talkington: How to Study and Teach History in the 
Grades, (Public School Publishing Co.). 

U. S. Bureau of Education, Bulletins 1915, No. 17, and 
No. 23. 

Wayland: How to Teach American History, (The Mac- 
millan Co.). 

Wilson and Wilson: Motivation of School Work, Chapter 
VII, (Houghton Mifflin Co.). 

The Historical Outlook, (Magazine), (McKinley Publish- 
ing Co., Phila.). 

Specific Reference Books on Teaching How to Study 

Dearborn: How to Use Your Mind, (Little, Brown & Co.). 

Earhart: Teaching Children to Study, (Houghton Mifflin 
Co.). 

Earhart: Types of Teaching, Chapter XIV, (Houghton 
Mifflin Co.). 

Hall-Quest: Supervised Study, (The Macmillan Co.). 

Kitson: How to Learn Easily, (Lippincott) . 



33 



McMurry, F. M. : How to Study and Teaching How to 

Study, (Houghton Mifflin Co.). 
Strayer and Norsworthy: How to Teach, Chapter XIV, 

(The Macmillan Co.). 

Whipple: How to Study Effectively, (School and Home, 
Bloomington, 111.). 

Wilson : Training Pupils to Study, (Warwick and York) . 

Ethics 

Cabot: Ethics for Children, (Houghton Mifflin Co.). 

California Blue Bulletin, Supplement, September 1916: 
''Suggestions for the Teaching of Good Manners in 
the Elementary Schools", (State Board of Educa- 
tion) . 

Palmer: Ethical and Moral Instruction in Schools, 

(Houghton Mifflin Co.). 
Rugh: Moral Training in the Public Schools, (Ginn and 

Co.). 

Sisson: The Essentials of Character, (The Macmillan Co.). 
Sneath and Hodges: Moral Training in the School and 
Home, (The Macmillan Co.). 

HISTORY AND CIVICS. 

Introduction to Grade I. 

The following excellent presentation of the aims and 
purposes in the History and Civics work of this 
Grade is taken from Dynes' "Socializing the Child", Chap- 
ter IV, page 74, (Silver, Burdett and Co.). 

A. To make clear to the child that the community 
helps him in many ways now, and that he can help. 

1. In the family. 

2. On the playground. 

3. In the class room. 

4. On the street. 

B. To give the child an opportunity to feel the 
cooperation and reciprocal service in the social and indus- 
trial world to which he belongs. Without such coopera- 
tion he could not have 

1. Pure water. 

2. Beautiful parks. 

3. Suitable playgrounds. 

4. Clean streets, etc. 



34 

C. To make the best possible use of the children's 
expectant attitude toward the school, and the delight they 
take in helping when they first enter school. 

1. It is a new era in their lives. 

2. They have become a part of a new institu- 
tion. 

3. They are eager to cooperate, but need 

a. A definite, concrete task to perform. 

b. Skillful guidance. 

c. Inspiration to insure perseverance. 

d. Acknowledgment of their contribution. 

D. To secure a genuine appreciation of 

1. Policeman. 

2. Fireman. 

3. Street sweeper. 

4. Health officer. 

5. School janitor. 

6. Mail carrier. 

Teachers will find help and inspiration in the careful 
study of this valuable guide, (Dynes' "Socializing the 
Child"), to the teaching of history in the primary grades. 



The work in History and Civics is outlined month by 
month, thus affording the teacher an opportunity to plan 
her lessons so as to arouse and hold the interest of the 
pupils, while giving them an understanding of local con- 
ditions and institutions, and the part they should take, as 
junior citizens, in supporting and cooperating with 
authority for the betterment of the community. 

Earnest efforts should be made to have all children 
express themselves freely about these familiar topics. By 
this free expression only can the teacher have an idea 
of what is in the mind of the child, and thus be enabled 
to correct wrong impressions that may have been formed, 
and to lead him to express himself clearly and correctly. 

Constructive and Manipulative Work. 

The purpose of the Course in constructive and man- 
ipulative work is to provide for all children of the First 
and Second Grades manipulative activities which bear a 
close relation to other interests and other lines of work 
of the child's school, home, and play life. 



i 35 

The course is flexible. There should be sufficient 
diversity to insure interest, and sufficient continuity to 
insure progress and increasing technical skill. 

Definite periods on the weekly program should be given 
for instruction in this work. This instruction should be 
so planned that it will enable the child to carry on the 
work without continuous supervision, and will furnish 
interesting and profitable employment during the periods 
not given to recitation. 

HOLIDAYS, HOME AND COMMUNITY PLEASURES, 

AND SEASONAL GAMES. 

The holidays should be presented as they occur 
throughout the term, the treatment being simple and 
entirely from the viewpoint of the child. Stories of the 
characters incidental to the day should be told by the 
teacher, emphasis being placed upon their human inter- 
ests and their service to mankind. Not more than two 
or three recitation periods should be devoted to any one 
subject. 

In like manner, home and community pleasures and 
seasonal games should be taken up throughout the term, 
thus giving, an opportunity for the teaching of the 
basic civic virtues, such as kindness, courtesy, fair play, 
etc. 

Holidays. 

January — New Year's Day. 

Febiiiary — Valentine Day. 

Lincoln's Birthday. 
Washington's Birthday. 

March or April — Easter. 

May — May Day. 

Memorial Day. 

June — Flag Day. 

Independence Day (in preparation for Fourth of 
July). 
September — Admission Day. 

Labor Day. 
October — Columbus Day. 

November — Peace Day. 

Thanksgiving Day. 

December — Christmas Day. 



36 

Constructive and Manipulative Work. 

January — New Year decorations — paper chains, lanterns. 
February — Valentines, envelopes. 

Booklet of illustrations — ^postman, mail box, mail car 

scenes. 
Flags, patriotic emblems, soldier hats. 
Booklet of illustrations — Washington, Lincoln ; scenes 

in life of Washington; scenes in life of Lincoln. 
Sand table — log cabin, soldier camps. 

March — Easter flowers, eggs, rabbits, chicks, blossoming 
trees. 

April — Sand table — trees in blossom. 

May — May baskets, flowers, blossoming trees; May Day 
chains, paper dolls, for May Day scene. 
Sand table — May pole dance. 

June — Flags, patriotic emblems. 

July — 

September — Flags, patriotic emblems. 

October — Flags, patriotic emblems. 

Booklet of illustrations — events in life of Columbus. 

Halloween trinkets. 

Sand table— log cabin, soldier camps. 

November — Thanksgiving fruits, vegetables, boxes and 
baskets. 
Booklet of illustrations — scenes associated with first 
Thanksgiving Day, harvest pictures. 

December — Christmas tree ornaments, boxes, baskets, 
decorations, stockings, Christmas gifts. 
Sand table — Christmas tree. 

References on Holidays. 

Dynes: Socializing the Child, Chapter VIII, page 253, 

(Silver, Burdett and Co.). 
Our Holidays, (The Century Co.). 
Poullson: In the Child's World, pages 90-97, 116-39, 191- 

97, (Milton Bradley Co.). 
Wickes: A Child's Book of Holiday Plays. 

Kendall and Stryker : History in the Elementary School, 

pages 122-30, (Houghton Mifflin Co.). 
Bailey and Lewis : For the Children's Hour, pages 219-84, 

(Milton Bradley Co.). 



37 

HISTORY AND CIVICS. 
GRADE I A. 

Time allotment: Ten to twelve minutes daily. 
First Month — Guide Topic: Home Life. 

Outline of work. 

1. A study of: 

a. The family: father, mother, children. 

b. Other families: the mother hen and her chicks, 

the cat and her kittens, etc. 

2. Civic Virtues to be dwelt upon that they may be 

established as habits: politeness, kindness and 
courtesy to all, and respect for elders, leading to 
respect for aged in cars, crowds, etc. 

3. Constructive and manipulative work. 

Paper dolls, pets, (animals, birds). 

Booklet of illustrations — scenes from home life; 

paper dolls; animals, birds. 
Sand table : scenes from home life ; barn yard scene. 

Second Month — Guide Topic: The Community. 

1. A study of the school: principal; teachers; pupils; 

janitors. 

2. Civic Virtues: relation of teachers and children, con- 

formity to rules, obedience, respect for teachers, 
courtesy toward schoolmates, punctuality. 

3. Constructive and manipulative work. 

Paper dolls — ^pupils of the school. 

School room equipment — clock, chair, window, etc. 

School-grounds equipment — swing, see-saw, bench, 
fence. 

School garden — trees, flowers. 

Booklet of illustrations — school house and school- 
grounds, furniture, articles of equipment. 

Sand table — school room or school-grounds. 

Third Month— Guide Topic: The Home. 

1. A study of domestic animals and pets : cat, dog, cow, 
horse, hen and chickens, canary — their general 
characteristics, habits, care. 



88 

2. Civic Virtues: gentleness and kindness, particularly 

toward animals; consideration for them; their 
use to man ; stories of animals ; story of Red Cross 
dogs. 

3. Constructive and manipulative work. 

Pets, (birds, animals) , chicken coop, dog kennel, barn, 

drinking trough. 
Booklet of illustrations — birds, animals, farm yard 

scenes. 
Sand table — barn yard scene. 

Fourth Month — Guide Topic: The Home. 

1. A study of 

a. Food: various kinds, where and how obtained, 

necessity of avoiding waste, 
b. Home gardens: opportunity and importance. 

2. Civic Virtues : industry, faithfulness, thrift, economy, 

generosity. 

3. Constructive and manipulative work. 

Fruits, vegetables, dishes, kitchen utensils, garden 

tools, boxes, baskets. 
Booklet of illustrations — fruits, vegetables, grain 

fields, farm scenes, home garden scenes. 
Sand table — farm scene, or home garden scene. 

Fifth Month — Guide Topic : The Community. 

1. A further study of food. 

a. Services of the farmer, the butcher, the grocer, 

the baker, the milkman. 

b. Preservation — drying, salting, refrigeration, and 

the use of sugar and vinegar. 

2. Civic Virtues: industry, faithfulness, honesty, punc- 

tuality. 

3. Constructive and manipulative work. 

Utensils used by grocer, butcher, baker, dairyman. 

Receptacles — boxes, baskets. 

Booklet of illustrations — dairying, fruit drying, the 

bakery, the grocery. 
Sand table — dairy scene, fruit drying scene. 

REFERENCES FOR THE TEACHER. 
See the List at the end of the Grade One B Course. 



89 

HISTORY AND CIVICS. 

GRADE I B. 

Time allotment: Ten to twelve minutes daily. 
Introduction. 

(Read and apply the Introduction to the One A Grade 
Course.) 

Outline of Work. 

First Month— Guide Topic: The Home. 

1. A study of shelter: the house, the abiding place of 

the family; parts of the house — rooms, porches, 
basement, etc., location and surroundings; conven- 
ience to schools, to shops, to markets. 

2. Civic Virtues to be dwelt upon that they may be 

established as habits: order, neatness, cleanliness, 
helpfulness, cheerfulness. 

3. Constructive and manipulative work. 

Articles of furniture for doll houses — rugs, dishes, 
household equipment. 

Booklet of illustrations — scenes of household activ- 
ities. 

Sand table — home and garden. 

Second Month — Guide Topic: The Home. 

1. A study of 

a. The house: furnishings and equipment, articles 

of furniture, and care of rooms and furnishings. 

b. Home and school gardens: uses, preparation of 

ground, planting and caring for crops, etc., les- 
sons learned from park gardener. 

2. Civic Virtues: industry, thoroughness, promptness, 

energy. 

3. Constructive and manipulative work. 

Continuation of work of first month. 
Sand table — garden or field. 

Third Month— Guide Topic: The Home. 

1. A study of clothing for the family : cotton, wool, linen, 
silk, fur — where and how they are obtained. 



40 

2. Civic Virtues: patience, perseverance, self-respect, 

gratitude, neatness; care of clothing at home and 
at school. 

3. Constructive and manipulative work. 

Cotton, wool, silk, linen, leather, collected and 
arranged. 

Articles of furniture for doll house, continued. 

Rug for doll house — wool, silk or cotton strips. 

Booklet of illustrations — the cotton plant, cotton boll, 
cotton picking scene; flax plants; processes of 
manufacturing wool, silk, cotton, linen, leather. 

Sand table — cotton field or sheep grazing scene. 



Fourth Month — Guide Topic : The Local Community. 

1. A study of the neighborhood: streets, homes, public 

buildings, parks, playgrounds; services of street 
cleaner, garbage man, park gardener. 

2. Civic Virtues: cooperation, order, though tfulness, 

cleanliness, duty. 

3. Constructive and manipulative work. 

Articles of playground equipment. 

Articles of furniture for doll house, continued. 

Booklet of illustrations^public buildings, parks, play- 
grounds. 

Sand table — ^miniature park, garden or playground. 



Fifth Month — Guide Topic: The Local Community. 

1. A study of protection : policemen and firemen — duties : 

uniforms, neighborhood police officer and neighbor- 
ing engine house; advantages of fire and police 
protection; why we have fire drills in school. 

2. Civic Virtues: obedience to parents, teachers, rules 

of school and laws of community ; decision ; loyalty ; 
helpfulness — helping by doing right ourselves, by 
telling others of our laws, by reporting wrong- 
doing, by care in the use of matches, in lighting 
fires, and in not leaving inflammable refuse about. 



41 

3. Constructive and manipulative work. 

Articles of furniture for doll house, continued. 
Booklet of illustrations — apparatus, vehicles of fire 

department. 
Sand table — engine house. 



GENERAL REFERENCES FOR THE TEACHER. 

Poullson: In the Child's World, (Milton Bradley Co.). 

Bailey and Lewis: For the Children's Hour, (Milton 
Bradley Co.). 

Shillig: The Four Wonders, (Rand, McNally and Co.). 

Hill: Lessons for Junior Citizens, (Ginn and Co.). 

Jewett: Town and City, (Ginn and Co.). 

Richman and Wallach: Good Citizenship, (American 
Book Co.). 

Thayer: Ethics of Success, Book One, (Silver, Burdett 
and Co.). 

Palmer: Play Life in the First Eight Years, (Ginn and 
Co.). 

Cabot: Ethics for Children, (Houghton Mifflin Co.). 

Sneath and Hodges: Moral Training in the School and 
Home, (The Macmillan Co.). 

California Blue Bulletin, Supplement, September 1916: 
Suggestions for the Teaching of Good Manners, etc., 
(State Board of Education) . 



REFERENCES FOR CONSTRUCTIVE AND 
MANIPULATIVE WORK. 

Dopp : The Place of Industries in Elementary Education, 

(University of Chicago Press). 
Dobbs: Primary Handwork, (The Macmillan Co.). 
Dobbs: Illustrative Handwork, (The Macmillan Co.). 
Gesell: The Child and Primary Education, (Ginn and Co.). 
Dynes: Socializing the Child, (Silver, Burdett and Co.). 
Seegmiller: Primary Handwork, (Atkinson, Mentzner, 

Grover) . 



42 

HISTORY AND CIVICS. 

GRADE II A. 

Time allotment: Twelve minutes daily. 

Introduction — For the aims and purposes in the his- 
tory work of this Grade, see the Introduction to Grade 
One A. 

Outline of Work. 

First Month— Guide Topic: The Home. 

1. A study of food: kinds, sources, preparation, gather- 

ing, storing and preserving, transportation; work 
of the Red Cross. 

2. Civic Virtues to be dwelt upon that they may be 

established as habits: helpfulness, industry, econ- 
omy, politeness in the home, manners at table; 
conservation of food. 

3. Constructive and manipulative work. 

Fruits, vegetables, articles and receptacles used in 
the preparation of food. 

Booklet of illustrations — the growing, the gathering, 
the preserving, the storing of foods. 

Red Cross activities — knitting or weaving, squares 
for robes, small wash cloths. 

Sand table — orchard scene, gathering or storing of 
foods. 

Second Month — Guide Topic: The Immediate 
Environment. 

1. A study of the 

a. Sun : what it does ; how it helps ; summer, autumn, 

winter. 

b. Winds: direction; what they bring; how they 

help. 

c. Water: forms — rain, snow, ice, vapor; uses; the 

water supply in homes and schools. 

2. Civic Virtues: honesty and duty, care of property — 

public, private; training of powers of observation 
and appreciation of nature. 

3. Constructive and manipulative work. 

Wind mills, weather vane. 



43 

Weaving, continued — Red Cross articles, rugs, bags, 
baskets. 

Booklet of illustrations — windmills, waterfalls, wind- 
blown forests, seasonal pictures. 

Sand table — the seasons — spring, summer, autumn or 
winter scenes. 

Third Mpnth— Guide Topic: The Home. 

1. A study of 

a. Shelter: houses — kinds; materials used. 

b. The workers: caii)enter, mason, bricklayer, 

plumber, painter, paper hanger, electrician, etc. 

2. Civic Virtues : honesty, industry, thoroughness, faith- 

fulness. 

3. Constructive and manipulative work. 

Tools and materials used by the carpenter, the mason, 
the bricklayer, the painter, etc. 

Weaving, continued. 

Booklet of illustrations — house building activities; 
tools and materials. 

Sand table — forestry scene or home-making scene. 

Fourth Month — Guide Topic : The Home. 

1. A study of clothing: materials — cotton, wool, linen, 

silk, leather; sources, industries, making and care 
of clothes, shoes and hats. 

2. Civic Virtues: patience, perseverance, helpfulness, 

reliability. 

3. Constructive and manipulative work. 

See suggestions for Grade One B — Third Month ; con- 
tinuation of this work. 

Weaving, continued. 

Fifth Month — Guide Topic: The Local Community. 

1. A study of 

a. How we travel ; motorman, conductor, engineer — 
their duties; dress; how we can help them. 

b. Dangers to be avoided; means of travel in city 
and country compared; stable; garage. 

2. Civic Virtues: conduct on street and cars; courtesy 

to aged and infirm ; care in avoiding accidents. 



44 

3. Constructive and manipulative work. 

Conveyances — cars, boats; car-barn; boat-house. 
Booklet of illustrations — modes of travel, convey- 
ances — boats, ships, cars. 

Weaving, continued. 

Sand table — modes of travel. 

REFERENCES FOR THE TEACHER. 
See the List at the end of the Two B Grade Course. 

HISTORY AND CIVICS. 
GRADE II B. 

Time allotment — Twelve minutes daily. 
Introduction. 

Read and apply the Introduction to Grade One A. 

Outline of Work. 

First Month — Guide Topic: The Local Community. 

1. A study of our city government: police and fire pro- 

tection; water supply; lighting. 

2. Civic Virtues to be dwelt upon that they may be 

established as habits: honesty, obedience to law, 
respect for authority, care of lawns, sidewalks, 
and streets. 

3. Constructive and manipulative work. 

Booklet of illustrations — modes of lighting ; fire-fight- 
ing apparatus of city. 
Sand table scene — city lights ; windmills, etc. 

Second Month — Guide Topic: The Local Community. 

1. A study of 

a. The Health Department : why we need it ; what the 

department does for us ; how we can be healthy 
and help others to be ; how our schools help. 

b. Recreation: parks and playgrounds. 

2. Civic Virtues: cleanliness, order, thoroughness; care 

of homes; care of garbage; protection against flies. 

3. Constructive and manipulative work. 

Garden tools, trees, bushes, flowers. 
Booklet of illustrations — sparks and gardens. 
Sand table scene — sparks or play-grounds. 



45 

Third Month — Guide Topic : The Local Community. 

1. A study of education: School Department; needs for 

education. How we learn: home, school, libraries, 
newspapers, museums, theatres, concerts, etc., 
parks, gardens, churches. 

2. Civic Virtues: perseverance, determination, honesty, 

reliability, reverence. 

3. Constructive and manipulative work. 

Booklet of illustrations — ^public buildings, libraries, 

museums, school buildings, churches. 
Sand table scene — school and school-yard. 

Fourth Month — Guide Topic: Robinson Crusoe. 

1. A study of his boyhood, voyage, discovering, locating, 

exploring, home building, providing food, hunting, 
fishing, searching for fruits and grains ; industries, 
planting, pottery making, providing clothing. 

2. Civic Virtues: determination, perseverance, patience, 

independence. 

3. Constructive and manipulative work. 

Tools, implements, utensils. 
Boats, canoes, ships. 
Tent, ladder, fence. 

Sand table — scenes from the experiences of Robinson 
Crusoe. 

Fifth Month — Guide Topic : Robinson Crusoe. 

1. A study of his home life, companionship, the rescue, 

government, the return home. 

2. Civic Virtues: cheerfulness, self-reliance, courage, 

hopefulness, industry. 

3. Constructive and manipulative work. 

Continuation of work of the Fourth Month. 

REFERENCES FOR THE TEACHER. 

Bailey and Lewis: For the Children's Hour, (Milton 
Bradley Co.). 

Poullson: In the Child's World, (Milton Bradley Co.) . 
Hill : Lessons for Junior Citizens, pages XI-XX, 1-10, 24- 
69, 83-95, (Ginn and Co.). 



46 

Richman and Wallach: Good Citizenship, (American 
Book Co.). 

Yerkes and Lefferts: Our City, A City Reader, (Hinds, 
Noble and Eldridge). 

Jewett: Town and City, (Ginn and Co.). 

Shillig-: The Four Wonders, (Rand, McNally and Co.). 

Nida: A Child's Robinson Crusoe, (Beckley, Cardy Co.). 

Defoe: Robinson Crusoe, complete edition, (Everyman's 
Library) . 

McMurry and Husted: Robinson Crusoe, teachers' edi- 
tion, (Public School Publishing Co.). 

Chamberlain: How We are Fed, (The Macmillan Co.). 

Thayer: Ethics of Success, Book One, (Silver, Burdett 
and Co.). 

Palmer: Play Life in the First Eight Years, (Ginn and 
Co.). 

Cabot: Ethics for Children, (Houghton Mifflin Co.). 
Sneath and Hodges: Moral Training in the School and 
Home, (The Macmillan Co.). 

California Blue Bulletin, Supplement, September 1916: 
(State Board of Education) . 



HISTORY. 

GRADE III A. 

Time allotment — Seventy-five minutes per week for 
History and Civics. 

Guide Topic: Primitive Life. 

INTRODUCTION. 

The subject-matter calls for the clear presentation of 
such broad topics as food, shelter, clothing, and the indus- 
trial and social progress of man as he gradually gained 
control over his environment. It is not necessary for the 
teacher to lay any special stress on sequence of time, or 
chronological development. The main consideration for 
the teacher is that the pupil shall acquire an historical 
appreciation, not merely a set of memorized facts. 

The oral presentation of the subject-matter in story- 



47 

form, as the essential method of instruction to be pursued, 
continues from the previous grades. More extensive 
readings by the teacher to the class, and by the pupils 
independently, should now be introduced. Larger free- 
dom in presenting simple plays and other dramatic forms, 
and in using pictures, should also be exercised. Sand and 
clay modeling, "chalk-talks", and drawing on blackboard 
and on paper — occasionally reproducing or imitating 
phases of primitive life — are effective means of arousing 
interest. Maps, in close connection with Geography, have 
a more definite value in this Grade than heretofore in 
the Course. 

Holbrookes "Cave, Mound, and Lake Dwellers," (D. C. 
Heath and Co.), gives a good idea of the scope of the 
Course. 

Outline of Work. 

First, Second, and Third Months: The Cave Men. 

Evidence of existence. Appearance, customs, and 
habits. Conditions of life, especially as related to food, 
shelter, and clothing. The Old Stone Age and the New 
Stone Age. How the Cave Men learned : to produce fire ; 
to build a home; to fashion new tools, utensils, and orna- 
ments; to trap animals; to make the bow and arrow; 
to dress skins; to weave cloth; to domesticate animals; 
to cooperate, choose a leader, and to make and obey rules 
or laws. (Holbrook, Chapters I-IV, and such parts of 
Chapters VI-XXHI as are pertinent). 

Fourth Month: The Lake Dwellers. 

Evidence of existence. Appearance, customs, and 
habits. Conditions of life, especially as related to food, 
shelter, and clothing. Cities on stilts ; lake cities on land. 
How the Lake Dwellers learned: to make and use canoes, 
fishing nets and lines; to use clay and bronze; to govern 
in city-communities. (Holbrook, Chapter IV, and such 
parts of Chapters VI-XXEI as are pertinent) . 

Fifth Month: The Mound Builders. 

Evidence of existence. Appearance, customs, arid 
habits. Conditions of life, especially as related to food, 
shelter, and clothing. How the Mound Builders learned: 
to build homes; to make implements of bone, wood, and 



48 

stone; to build boats; to tame animals; and to live in 
communities. (Holbrook, Chapter V, and such parts of 
Chapters VI-XXII as are pertinent). 

REFERENCE LIST, primarily for the Teacher. 

Dopp : The Place of Industries in Elementary Education, 
(University of Chicago Press). 

Holbrook: Cave, Mound, and Lake Dwellers, (D. C. Heath 
and Co.). 

Dopp: The Early Cave Men, (Rand, McNally and Co.). 

Dopp: The Later Cave Men, (Rand, McNally and Co.). 

Bulletins No. 35, 41, 50 and 51, Bureau American Eth- 
nology, Washington, D. C. 

Osborn: Men of the Old Stone Age, (Charles Scribner's 
Sons) . 

Clodd : The Story of Primitive Man, (Appleton) . 

Keary : The Dawn of History, (Charles Scribner's Sons) . 

Mason: Origin of Invention, (Charles Scribner's Sons). 

Dynes: Socializing the Child, Chapters V and VIII, 
(Silver, Burdett and Co.). 

Wiley and Edick: Lodrix, the Little Lake Dweller, 

(Appleton) . 
Mclntyre: The Cave Boy, (Appleton). 
Perkins: The Cave Twins, (Houghton Mifflin Co.). 
Waterloo: Story of Ab, (Doubleday, Page & Co.). 

Kipling: Jungle Books, (Edited for children by Burt and 
Chapin, Houghton Mifflin Co.). 

CIVICS. 

GRADE III A. 

Time allotment: Seventy-five minutes per week for 
Civics and History. 

Guide Topic : Community Life — The Home and the School. 

Introduction. 

"A genuine study of community life must take up 
the familiar environment at the door of the schoolroom. 
The laboratory for [such] lessons is in the home environ- 
ment and the industrial environment of the pupil," 
(Judd). 



49 

The time devoted to Civics is not to be seized upon 
as furnishing opportunities for mere moralizing about 
correct principles, manners, and habits, but must pri- 
marily be regarded as providing situations for careful 
training in moral precept and practice to be made cumu- 
lative from stage to stage in the growth of the child. 
Right actions are the outcome of practice and not of 
theory. 

Teachers of this Grade have an unexampled oppor- 
tunity to demonstrate that History, Civics, and Geog- 
raphy are in reality but different phases of the ''large 
social subjects which show how man lives and enjoys 
his living". The subject-matter of Reading, Geography, 
and History should be taught from the point of view of 
Civics at any moment when it is considered propitious. 
Stories, poems, songs, memory gems, simple dramatiza- 
tion, together with short talks by the teacher, if seraion- 
izing is avoided, are excellent methods to employ. 

A close connection with the work in Nature-study, 
Reading, and Arithmetic should be established. Observ- 
ances of special holidays offer many opportunities for 
lessons of civic significance and should be extensively 
used for practical civic training. 

Outline of Work. 

1. A simple study of such considerations of personal 
health, as breathing fresh air, drinking pure water and 
milk, and eating nourishing food ; of posture, wise phys- 
ical exercise, sufficient sleep, and cleanliness of body; of 
non-exposure to contagious diseases and avoidance of 
common accidents. Also, a simple treatment of com- 
munity health, as shown in such relations as clean streets, 
disposal of waste and refuse, and medical inspection in 
schools. 

2. Encouragement of habits that have Civic value: 

— obedience and respect for authority in the home, school 
and community; patriotism; orderliness; industry; cour- 
tesy; cleanliness; truthfulness; honesty; thoroughness — 
and the like. Discussion and memorization of pertinent 
quotations and maxims. 

3. Provision of many and varied opportunities for 
activities that tend to develop a vital interest in the wel- 
fare of the community : 



50 

Care of the yard (at home and at school), windows, 
fences, flowers, trees, streets, and vacant lots; care and 
preservation of property, (public and private), of toys, 
books, tools, and clothing. 

''Clean Up Club". Use of receptacles for rubbish 
and disposition of paper and trash. 

Fly and mosquito crusades. 

Programs for holidays and special occasions. 

Posters illustrating life of primitive peoples. 

Home and school gardens. 

Flag drills and salute to the flag. 

REFERENCES FOR THE TEACHER. 

Dunn : The Community and the Citizen, Chap. IX, (State 

Series) . 
Cabot: Ethics for Children, (Houghton Mifflin Co.). 

Thayer: Ethics of Success, Book One, (Silver, Burdett 
and Co.). 

Sneath and Hodges: Moral Training in the School and 
Home, (The Macmillan Co.). 

California Blue Bulletin, Supplement, September, 1916: 
(State Board of Education) . 

O'Shea and Kellogg: Health Habits, (The Macmillan Co.). 

Ritchie and Caldwell ; Primer of Hygiene, (State Series) . 

Ritchie: Primer of Sanitation, (World Book Co.). 

Gulick: Good Health, (Ginn and Co.). 

Turkington: My Country, Chapter XVHI, (Ginn and Co.). 

Richman and Wallach: Good Citizenship, (American 
Book Co.). 

Kilpatrick: The Child's Food Garden, (World Book Co.). 
Studebaker: Our Country's Call to Service, revised edi- 
tion, (Scott, Foresman and Co.). 

HISTORY 

GRADE III B. 

Time allotment: Seventy -five minutes per week for 
History and Civics. 

Guide Topic: Primitive Life. 
Introduction. 

Read carefully the Introduction to the Grade Three A 
History Course. 

Outline of Work. 

First and Second Months : Early Sea People. 



51 

Evidence of existence. Appearance, customs, and 
habits. Conditions of life, especially as related to food, 
shelter, and clothing. First steps in the conquest of the 
sea and of its creatures. How the early Sea People 
learned: to make and use boats, fishing nets, hooks and 
lines ; to preserve fish ; to use clay for pottery ; to establish 
island homes. (Dopp's "The Early Sea People", published 
by Rand, McNally and Co., indicates the scope of this 
part of the Course.) 

Third and Fourth Months: North American Indians, 

including the Pueblo, or Cliff -Dwellers. 

Appearance, customs, and habits. Conditions of life, 
especially as related to food, shelter and clothing. Later 
hunting and fishing stage of civilization. How the Indians 
learned: to build homes; to make and use hunting wea- 
pons ; to dress skins ; to fashion tools, utensils, and orna- 
ments; to spin and weave; to domesticate animals; and 
to till the soil. Story of Hiawatha. (Roberts' ''Indian 
Stories of the Southwest", published by the Harr Wagner 
Publishing Co., furnishes material of value at this point 
in the Course.) 

Fifth Month: The Eskimos. 

Appearance, customs, and habits. Conditions of life, 
especially as related to food, shelter, and clothing. Animal 
life, geographical relationships, and effects of climate. 

REFERENCE LIST, primarily for the Teacher. 
(Refer, also, to the Grade Three A List.) 

Calhoun: How Man Conquered Nature, (The Macmillan 
Co.). 

Dopp: The Early Sea People, (Rand, McNally and Co.). 

Starr: American Indians, (D. C. Heath and Co.). 

Brooks: Stories of the Red Children, (Educational Pub- 
lishing Co.). 

Roberts : Indian Stories of the Southwest, (Harr Wagner 
Publishing Co.). 

Bayliss: Lolami, the Cliff Dweller, (Public School Pub- 
lishing Co.). 

Snedden: Docas, the Indian Boy of Santa Clara, (D. C. 
Heath and Co.). (See Appendix for a Play). 

Schultz: Sinopah, the Indian Boy, (Houghton Mifflin 
Co.). 

Schwatka: Children of the Cold; Children of the Cliffy 
(Educational Publishing Co.). ' 



52 

Longfellow: Hiawatha, (Houghton Mifflin Co.). 
Norris: The Story of Hiawatha, (The Educational Pub- 
lishing Co.). 

Bemister: Indian Legends, (The Macmillan Co.). 

Wilson: Indian Hero Tales, (American Book Co.). 

Newell: Indian Stories, (Silver, Burdett and Co.). 

Bass: Stories of Pioneer Life, (D. C. Heath and Co.). 

Husted: Stories of Indian Children, (Public School Pub- 
lishing Co.). 

Lummis: Pueblo Indian Folk-Stories, (The Century Co.). 
Chase : Children of the Wigwam, (Educational Publishing 
Co.). 

Pratt: Legends of the Red Children, (American Book 
Co.). 

Burton: Story of the Indians of New England, (Silver, 
Burdett and Co.). 

Eastman: Indian Boyhood, (Doubleday, Page and Co.). 

Eastman: Old Indian Days, (Doubleday, Page and Co.). 

Eastman: Indian Child Life, (Little, Brown and Co.). 

Curtis: Indian Days of the Long Ago, (World Book Co.). 

Austin: Indian Stories Retold from St. Nicholas, (The 
Century Co.) . 

Zitkala-Sa: Old Indian Legends, (Ginn and Co.). 

Nixon-Roulet : Indian Folk Tales, (American Book Co.) . 

Judd: Wigwam Stories, (Ginn and Co.). 

Fox: Indian Primer, (American Book Co.). 

Wiley and Edick: Children of the Cliff, (Appleton). 

Wiley : Mewanee, The Little Indian Boy, (Silver, Burdett 

and Co.). 
Smith: Eskimo Stories, (Rand, McNally and Co.). 
Scandlin: Hans the Eskimo, (Silver, Burdett and Co.). 
Holbrook: Northland Heroes, (Houghton Mifflin Co.). 

CIVICS. 

GRADE III B. 

Time allotment: Seventy-five minutes per week for 
Civics and History. 

Guide Topic : Community Life — The Home and the School. 
Introduction. 



53 

(Read carefully the Introduction to the Three A 
Grade Civics Course.) 

At this stage, the work centers around the conduct 
and actions of children as young citizens. It concerns 
itself with their conduct and actions toward others, and 
with the conduct and actions of others toward them. 

The aim is threefold, as Dr. J. L. Barnard assures us : 
'To establish right habits of thought and action in the 
children; to project these habits into the home and into 
their other relationships as well ; to show the pupils how 
all community life is based on the embodiment of these 
virtues in each member of society". 

Outline of Work. 

1. A study of the value of games and sports; of the 
school recess ; and of physical education exercises. 

Also, a simple treatment of community provisions 
for recreation through parks, playgrounds, pageants. 

2. Encouragement of habits that have Civic value: 

— obedience; patriotism; orderliness; cleanliness; cour- 
age, physical and moral ; kindness ; courtesy ; self-control ; 
industry; punctuality; and the like. Discussion and mem- 
orization of pertinent quotations and maxims. 

3. Provision of many and varied opportunities for 
activities that tend to develop a .5y^"9L interest in com- 
munity welfare: 

Protection and beautification of lawns, trees, and 
fences; care of public property, such as paper, pencils, 
books, and desks ; of yards, streets, and vacant lots. 

Proper modes of conduct on streets, in cars, and 
public places, as obedience to traffic rules, offering seats 
to ladies and elderly gentlemen, and observance of rules 
in playing in streets. 

Deeds of kindness to human beings, and to animals 
and birds. 

Cooperative acts, such as carrying of messages, play- 
ing team-games, etc. 

Courteous greetings to friends, non-interruption of 
conversation, and avoidance of laughter at mistakes. 

Good-hum.or under difficulties, and patience in wait- 
ing. 

"Clean-up" clubs. 

Programs for holidays and special occasions. 



54 

Posters illustrating Indian life. 
Games and sports. 
Home and school gardens. 
Flag drills and salute to the flag. 

REFERENCES FOR THE TEACHER. 

Dynes: Socializing the Child, Chapter V, (Silver, Burdett 
and Co.). 

Sneath and Hodges: Moral Training in the School and 
Home, (The Macmillan Co.). 

Cabot: Ethics for Children, (Houghton Mifflin Co.). 

Thayer: Ethics of Success, Book One, (Silver, Burdett 

and Co.). 
California Blue Bulletin, Supplement, September, 1916, 

(State Board of Education) . 
Strayer and Norsworthy : How to Teach, Chapters IX, XI, 

and XII, (The Macmillan Co.). 

Bancroft: Games, etc., (The Macmillan Co.). 

Palmer: Play Life in the First Eight Years, Chapters 
VIII, IX, and Summary, (Ginn and Co.). (This book 
contains an excellent bibliography.) 

Johnson: Education by Plays and Games, (Ginn and Co.). 
Kilpatrick: The Child's Food Garden, (World Book Co.). 
Studebaker: Our Country's Call to Service, revised edi- 
tion, (Scott, Foresman and Co.). 



HISTORY. 

GRADE IV A. 

Time allotment: Ninety minutes per week for His- 
tory and Civics. 

Guide Topic: Our Indebtedness to the Past. 

Introduction. 

In this Grade, the Course resolves itself into a pre- 
liminary survey of the life of the Ancient Oriental peoples 
at the dawn of history. It is a study of their gifts to the 
present ; their myths, their legends and authentic history ; 
their mode of life, as reflected in the broad features of 
their social and economic structure — pastoral, early agri- 
cultural, and commercial stages of civilization. 



55 

The suggestions on Method presented in the Intro- 
duction to the Three A Grade History Course are applic- 
able to this Grade as well, and should be read carefully. 

Best's "Egypt and Her Neighbors'', (The Macmillan 
Co.), gives a good idea of the scope of the Course for this 
Grade. 

Outline of Work. 

First and Second Months. 

I. Egypt and the Egyptians. (Best, Chapters I- 
VH). 

Third and Fourth Months. 

II. The Land of Canaan and the Chosen People. 
(Best, Chapters VII-X.) 

Fifth Month. 

III. Phoenicia and the Phoenicians. (Best, Chapters 
X and XI.) 

REFERENCE AND SUPPLEMENTARY READING 

LIST. 

Best: Egypt and Her Neighbors, (The Macmillan Co.). 

Arnold: Stories of Ancient Peoples, (American Book Co.). 

Baldwin: Old Stories of the East ,/ American Book Co.). 

Price and Gilbert : Heroes of Myth, (Silver, Burdett and 
Co.). 

Guerber: Story of the Chosen People, (American Book 
Co.). 

Price: Wandering Heroes, (Silver, Burdett and Co.). 

Wallach : Historical and Biographical Narratives, (Amer- 
ican Book Co.). 

Baldwin: Fifty Famous Stories, (American Book Co.). 

Church: Stories from the Bible, (The Macmillan Co.). 

Moulton: Bible Stories, (The Macmillan Co.). 

Rhodes : Old Testament Narratives, (Scott, Foresman and 
Co.). 

Herbst: Tales and Customs of the Ancient Hebrews, 
(A. Flanagan Co.). 

Clodd : The Story of the Alphabet, ( Appleton) . 

Alshouse: Heroes of the Nations, (The Macmillan Co.). 

Andrews: Ten Boys, etc., (Ginn and Co.). 



56 

For More Advanced Study. 
Church: Carthage, (G. P. Putnam's Sons). 
Benjamin: Persia, (G. P. Putnam's Sons). 
Breasted: Ancient Times, (Ginn and Co.). 
Maspero : Life in Ancient Egypt and Assyria, ( Appleton) . 

CIVICS. 

GRADE IV A. 

Time allotment : Ninety minutes per week for Civics 
and History. 

Guide Topic: Community Life — Thrift. 

Introduction. 

(Study earnestly the Introductions to the Three A 
and Three B Grade Civics Course.) 

The controlling aim of the Course at this point, as 
the Indianapolis Course of Study so succinctly puts it, is 
to teach **the child as a member of the community to 
endeavor to conserve and protect, but never to destroy 
or mar". 

There is another aim which is brought to our atten- 
tion by no less an authority than the Committee of Thrift 
Education of the N. E. A. In its 'Troceedings", published 
July, 1918, may be forbid this conclusion : 

"The need for public school instruction in the prin- 
ciples of thrift education was never so great or apparent 
as at the present time. * * * Every boy and every 
girl should early be taught the dignity of labor, the neces- 
sity for earning, and of saving a little regularly from the 
earnings. Proper thrift instruction should clearly dem- 
onstrate that these savings are made not with any selfish 
purpose as the animating motive, but that the boy or 
girl may now, and later as man or woman, be better able 
to serve his fellows and himself." 

A nation possessed of Thrift ideals, and trained to 
the practice of Thrift will be a prosperous and enduring 
nation. Thrift and true economy must supersede waste 
and extravagance among our people; else our doom is 
spelled. No phase of social instruction today is of more 
far-reaching consequence than Thrift education — for "as 
are the children of today, so will be the nation of tomor- 
row". The habit of saving, if taught in the schools, will 
pervade the home. 



57 

Outline of Work. 
1. Study of Thrift. 

a. In the home — ^proper care, economy, and common 
sense in the use of food, clothing, furniture, Hght, water, 
fuel, and personal belongings. 

b. In the school — ^proper care and economy in the 
use of books, desks, apparatus, light, water, and supplies ; 
economy in the use of time and energy. 

c. In the community — ^proper care of public build- 
ings and other property, trees, lawns, park and play- 
ground equipment and apparatus, streets and boulevards, 
etc. Fire prevention; public sanitation — disposal of 
waste, of garbage, etc. 

Illustrative Projects or Problems on Thrift. 

a. The thrifty man is not the one who hoards, but 
the one who saves, and from his earnings, spends wisely. 
Explain and illustrate. 

b. There is economy or thrift in purchasing in large 
quantities under certain conditions ; in purchasing at cer- 
tain times of the year. "Cheap goods are dear goods". 
Explain and illustrate. 

c. The relation to thrift of certain producers or dis- 
tributors with whom the child comes in contact, as the 
milkman, the grocer, the butcher, the baker, the iceman, 
and the farmer. 

d. Estimate the waste in paper in a given school 
for a given month. (See development of this project in 
General Introduction to Civics, pages 23-24, under the 
heading 'Type Lessons".) 

e. Thrift, as applied to the conservation of food: 
emphasizing right eating and discouraging overeating. 

2. Encouragement of habits that have civic value: 

— obedience and respect for law ; patriotism ; orderliness ; 
cleanliness; courtesy; punctuality; truthfulness; honesty; 
thrift; thoroughness,— and the like. (The Biblical stories 
taught in the History Course of this Grade furnish a 
wealth of example.) 

3. Provision of many and varied opportunities for 
activities that develop a vital interest in the welfare of 
the community: 

Care of fences, walks, and lawns; of shoes, clothing, 
books, and furniture. 



58 

Cultivation of home and school vegetable and flower 
gardens. 

Class Improvement Clubs. 

Collection and salvage of used materials. 

Thrift saving stamps. 

School savings bank deposits. 

Food posters. 

Games and sports. 

Programs for holidays and special occasions. 

Flag drills and salutes to the flag. 

REFERENCES FOR THE TEACHER. 

Chamberlain and Others: Proceedings of the Committee 

on Thrift Education, (N. E. A.). 
Turkington: My Country, Chapter XVH, (Ginn and Co.). 

Pritchard and Turkington: Stories of Thrift for Young 
Americans, (Charles Scribner's Sons.). 

Studebaker: Our Country's Call to Service, revised edi- 
tion, (Scott, Foresman and Co.). 

Keeler and Wild: Ethical Readings from the Bible, 

(Charles Scribner's Sons). 
Thayer: Ethics of Success, Book Two, (Silver, Burdett 

and Co.). 

California Blue Bulletin, Supplement, September 1916, 
(State Board of Education) . 

(See, also, the Three B Grade Reference List.) 

HISTORY. 

GRADE IV B. 

Time allotment: Ninety minutes per week for His- 
tory and Civics. 

Guide Topic: The Story of California and San Francisco. 

Introduction. 

(Review the Introductions to the History Course of 
the earlier Grades.) 

In this Grade, the emphasis falls upon the broader 
features of the social life of the people, (such as govern- 
ment, commerce and industry, occupations, natural re- 
sources, size and character of population), to show what 
our Golden State and Imperial City have been, and what 



59 

they are. The teacher should aim to develop in the child an 
historical sense of personal relationship to the past, the 
present, and the future, rather than to have him store in 
memory a mere assortment of facts. Pictures or colored 
postcards should be used freely. Trips should be made to 
noted landmarks, buildings, monuments, tablets, and 
places associated with the history of the commonwealth, 
or the city. Much interesting- illustrative material is 
available in the collections of the School Museum, and of 
the Golden Gate Park Museum. A close connection should 
be made between the History, and the state and local 
Geography. Simple dramatization is very effective. 

Wagner's 'Tacific Coast History Stories", (Harr 
Wagner Publishing Co.), and Mace's ''Beginner's His- 
tory", Supplement by Valentine, (State Series), give a 
good idea of the scope of the Course for this Grade. Ex- 
cellent study-questions and references are given, from 
point to point, in the Mace Supplement. 

Outline of Work. 

I. The Spanish Period, to 1821. (Approximately six- 
weeks' work.) 

1. Voyages and Explorations. 

a. Balboa, Magellan, Cabrillo, Drake, Portola. 

b. Discovery of San Francisco Bay. 
References: Wagner, Pacific History Stories, pages 

1-57. Mace, Beginner's History, Supplement, pages 3-8, 
and 9-10. 

2. Colonization. 

a. The Missions. 

Reasons for founding ; how many and where, 
with special treatment of the Mission Do- 
lores; Father Junipero Serra; community 
life. 
References: Wagner, pages 58-70. Mace, Supple- 
ment, page 8, and pages 10-15. 

b. The Pueblos. 

Monterey; Yerba Buena; community Life. 
References: Wagner, pages 71-74. Mace, Supple- 
ment, pages 17-18. 

c. The Ranchos. 
Community Life. 

Reference: Mace, Supplement, pages 18-21. 

d. The Russians at Bodega Bay, (Fort Ross) . 
Reference: Mace, Supplement, pages 15-16. 



60 

II. The Mexican Period, 1821-48. (Approximately two 

weeks' work.) 

1. Character of government; community life. 

2. American immigration. 

a. Coming of hunters and trappers, as Kit Car- 

son. 

b. Coming of settlers, as the Donner Party; 

Sutter and Sutter's Fort. 
References: Wagner, pages 96-110. Mace, Supple- 
ment, pages 21-24. 

3. The settlement of Yerba Buena, (name changed 

to San Francisco in 1847), — early landmarks, 
harbor, streets, population. 

4. The Bear Flag Republic. 

References: Wagner, pages 111-17. Mace, Supple- 
ment, pages 25-26. 

III. The Period of American Military Rule, 1848-50. 

(Approximately three weeks' work.) 

1. Men and events of the American conquest, — 

Sloat, Stockton, Fremont, Kearney, — capture 
of Monterey; struggle for San Diego and Los 
Angeles. 
References: Wagner, pages 118-21. Mace, Supple- 
ment, pages 24-25, and 26-28. 

2. The Gold Rush and the Pioneers. 

Marshall's great discovery; routes and means 
of transportation; life in the mining camps. 

References: Wagner, pages 122-29, and 157-61. 
Mace, Supplement, pages 28-36. Faris, ''Real Stories 
from Our History", Chapters XXVI and XXVII, (Ginn 
and Co.). McMurry, 'Tioneers of the Rocky Mountains", 
etc., (The Macmillan Co.). 

3. San Francisco becomes the metropolis. 

Effects of gold-discovery; community life. 
Reference: Mace, Supplement, pages 39-42. 

IV. The Early Period of Statehood, 1850-65. (Approx- 

imately three weeks' work.) 

1. Organization of State Government. 

Admission into the Union; leading men; Cali- 
fornia's part in the Civil War. 

References: Wagner, pages 142-145. Mace, Supple- 
ment, pages 36-39, and page 42. 



61 

2. Economic development of the State. 

References : Faris, Chapters XXVII and XXX. Mace, 
Supplement, pages 42-44. 

3. Growth of San Francisco. 

Population; noted points of interest; streets; 
first schools and churches; commerce and 
industry ; community life. 

V. The Later Period of Statehood, 1865 to date. (Ap- 
proximately six weeks' work.) 

1. Economic development. 

The great wheat ranches; the building of the 
Overland Railway; mines and mining; oil; 
electric power ; highways ; horticulture ; cot- 
ton ; rice ; ship-building. 

References : Faris, Chapter XLI. Mace, Supplement, 
pages 44-57, page 61, and pages 64-66. 

2. Political events — men and measures. 
Reference: Mace, Supplement, page 47, pages 49-50, 

and pages 58-60. 

3. Great names in literature, art, and science. 
References: Mace, Supplement, pages 61-64. Faris, 

^'Makers of Our History", Chapters XXIV, (Mark Twain), 
and XXV, (John Muir), (Ginn and Co.). 

4. Life in San Francisco. 

Development of the city; transportation; rec- 
reation; commerce and industry; the Mid- 
winter Fair; fire of April 1906; rebuilding 
of the city; the Civic Center; the Panama- 
Pacific International Exposition. 
References: Wagner, pages 162-69, and 174-80. 
Mace, Supplement, pages 57-58, and page 60. 

REFERENCES AND SUPPLEMENTARY READING 

LIST. 
Bandini : History of California, (American Book Co.) . 
Hunt: California the Golden, (Silver, Burdett and Co.). 
Sexton: Stories of California, (The Macmillan Co.). 
Winterburn: The Spanish in the Southwest, (American 

Book Co.). 
Roberts: Indian Stories of the Southwest, (Harr Wagner 
Publishing Co.). 



62 

Lummis: The Spanish Pioneers, (A. C. McClurg and Co.). 
Corbett: Sir Francis Drake, (The Macmillan Co.). 
Johnson: Pioneer Spaniards in North America, (Little, 

Brown and Co.). 
Drake: The Making of the Great West, (Charles Scrib- 

ner's Sons). 
Jackson: Father Junipero and the Mission Indians of 

California, (Little, Brown and Co.). 
Forbes: Mission Tales in the Days of the Dons, (A. C. 

McClurg and Co.). 
Powers: The Missions of California, (Wieners). 
James: In and Out of the Old Missions of California, 

(Little, Brown and Co.). 

Snedden: Docas, (D. C. Heath and Co.). 

Young: History of San Francisco, (S. J. Clarke Publish- 
ing Co., S. F.). 

Eldredge: The Beginnings of San Francisco, (Eldredge; 

S. F.). 
Royce: California, (Houghton Mifflin Co.). 
Atherton: California, (Harper and Brothers). 

Markham: California the Wonderful, (Hearst Inter- 
national Library) . 

James: California, (The Page Co., Boston). 

Norton: The Story of California, (A. C. McClurg and Co.)» 

LITERATURE FOR ILLUSTRATIVE MATERIAL. 

R. H. Dana: Two Years Before the Mast. 
Helen Hunt Jackson : Ramona. 

Bret Harte : The Luck of Roaring Camp, etc. The Ange- 
lus; San Francisco, (the latter two reprinted in 
Wagner, pages 69-70, and pages 171-73). 

Mark Twain: The Jumping Frog of Calaveras. 
Mary Austin : The Trail Book. 

CIVICS. 

GRADE IV B. 

Time allotment : Ninety minutes per week for Civics and 
History. 

Guide Topic : The Immediate Community : San Francisco. 

Introduction. 

(Read carefully the Introductions to the Civics Course 
of the earlier Grades.) 



63 

The laboratory for a genuine study of community life 
"is in the home environment and the industrial environ- 
ment of the pupil", ( Judd) . 

Outline of Work. 

1. San Francisco as a financial, shipping, and com- 
mercial center. 

a. Exports and imports. 

b. Shipbuilding and other manufacturing indus- 

tries. 

c. The harbor — advantages ; control ; development. 

d. Thrift as a business consideration. (Join to the 

work of the Four A Grade Course.) 

Illustrative Projects or Problems on the topic 

''Industrial Environment" : 

Steamer routes from San Francisco harbor 
as bearing on distribution of products. 

How communication and transportation are 
mighty forces in commerce and industry. 

How communities are bound to one another. 

How commerce and industry furnish employ- 
ment to men and women. 

How the workers are inter-dependent. 

How the community prospers or declines 
from the success or failure of its commerce 
and industry. 

Historic changes in methods of communica- 
tion and transportation. 

2. Encouragement of habits that have Civic value: 

■ — obedience; patriotism; cleanliness; courtesy; punctual- 
ity; honesty; thrift; industry; and the like. (See the 
Introduction to the Three A Grade Course.) 

3. Provision of many and varied opportunities for 
Civic activities that develop a vital interest in the welfare 
of the community : 

Visits to industrial plants, the U. S. Mint, piers, 
wharves and warehouses, followed by oral and written 
reports and discussions. 

Observations of a steel frame, or reinforced concrete 
building in process of construction, with reports of such 
observations. 

Home and school gardens. 

Class and school Improvement Clubs ; collection and 
salvagre of used materials. 



64 

Thrift savings stamps ; school savings bank deposits. 
Games and sports — cooperative team-play. 
Programs for holidays and special occasions. 
Flag drills and salute to the flag. 

REFERENCES FOR THE TEACHER. 

Dunn : The Community and the Citizen, Chapters XI, XH 
and XIV, (State Series) . 

Richman and Wallach : Good Citizenship, (American Book 
Co.). 

Reports of California Development Board, the Home In- 
dustry League, and of San Francisco civic organiza- 
tions in general. 

Hotchkiss: Representative Cities of the United States, 
(Houghton Mifflin Co.). 

South worth and Kramer: Great Cities of the United 

States, (Iroquois Publishing Co.). 
Thayer: Ethics of Success, Book Two, (Silver, Burdett 

and Co.). 

California Blue Bulletin, Supplement, September, 1916, 
(State Board of Education). 

Studebaker: Our Country's Call to Service, revised edi- 
tion, (Scott, Foresman and Co.). 

Turkington: My Country, Chapters V and VI, (Ginn and 
Co.). 

Brown: When the World was Young, (World Book Co.). 
(An Industrial Reader.) 

Allen: Industrial Studies — United States, (Ginn and Co.). 

Chase and Clow: Stories of Industry, (Educational Pub- 
lishing Co.). 
(See, also, the Reference Lists of preceding Grades.) 

HISTORY. 

GRADE V A. 

Time allotment: One hundred twenty minutes per 
week for History and Civics. 

Guide Topic : American Heroes of Colonial Days. 

Introduction. 

In this Grade, for the first time, the text-book, 
(Mace's "Beginner's History", State Series), is placed in 



65 

the hands of the pupil. The teacher is, therefore, to in- 
struct the pupil how to use the text-book effectively. 
(For fuller development of Methods in the use of the text- 
book, see the General Introduction to this Course, page 
11.) 

She is to employ the Outline in its simpler forms, 
initiating the pupil into the various processes involved, 
so that he may be definitely trained to grasp the facts 
finnly, to analyze them clearly, and to arrange them log- 
ically. The Course should not be over-loaded with details, 
nor should it be reduced to an agglomeration of edifying 
stories. The historical significance of the subject-matter 
under consideration furnishes the rational basis for the 
selection of topics to be studied. The teacher's responsi- 
bility consists in so guiding the mental and spiritual 
growth of the pupil that he may secure distinct and per- 
manent impressions of the men and events which will 
serve as a solid foundation for the later, more intensive 
study of our country's history. 

The teacher should familiarize herself thoroughly 
with the Course of the earlier Grades, in order to carry 
in mind the general plan of the work. She should use 
historical wall-maps and outline-maps (in close connec- 
tion with Geography), pictures, lesson-problems, read- 
ings, simple dramatizations, museum material, and other 
devices, to gain variety in treatment of subject-matter. 
(See General Introduction for details of method.) 

Mace's ''Beginner's History", (California State 
Series) , is the text-book to be used in selecting and devel- 
oping the outline topics. The specific text-assignment for 
the Five A Grade Course is pages 1 to 184. Excellent 
study-questions and references for readings are given in 
the text. 

Outline of Work. 

First ?/[onth. 

I. Great Explorers and Colonizers of the New World. 

1. The Northmen, — Mace, pages 1-2. 

2. Columbus, — the discoverer, pages 2-17. 

3. Ponce de Leon, — the discoverer of Florida, pages 

17-18. 

4. Cortez, — the conqueror of Mexico, pages 18-23. 

5. Pizarro, — the conqueror of Peru, pages 23-24. 

6. Coronado,— the explorer of the Southwest, page 

24. 



66 

7. De Soto, — the discoverer of the Mississippi, pages 

24-28. 

8. Magellan, — the circumnavigator, pages 28-31. 

Second Month. 

9. John Cabot, — the explorer for England, pages 

34-37. 

10. Sir Francis Drake, — the English **Dragon", pages 

37-42. 
(Connect with the Four B Grade Course.) 

11. Sir Walter Raleigh, — the English colonizer, pages 

42-47. 

12. Samuel de Champlain, — the father of New 

France, pages 49-53. 

13. Joliet and Marquette, — fur trader and mission- 

ary; French explorers, pages 53-54. 

14. Henry Hudson,-— the explorer for Holland, pages 

54-59. 

15. De La Salle, — the explorer of the Mississippi, 

pages 106-114. 

II. Conditions of life, and famous people, in the early 
colonies. 

1. Virginia, — the first permanent colony, pages 

60-68. 

a. John Smith. 

b. Pocahontas. 

2. Maryland, — a colony of freedom of worship, pages 
68-71. 

a. Lord Baltimore. 

b. Friendly relations with the Indians. 

Third Month. 

3. Plymouth, — the Pilgrims, pages 73-81. 

a. Wm. Bradford. 

b. Miles Standish. 

4. Massachusetts Bay, — the Puritans, pages 81-86. 

a. John Winthrop. 

b. John Eliott. 

c. King Philip. 

5. New Netherlands, — the Dutch colony, pages 87- 

92. 

a. The founding of New Amsterdam. 

b. Peter Stuyvesant. 

6. Pennsylvania, — the Quaker colony, pages 92-100. 

a. William Penn. 

b. The founding of Philadelphia. 

c. Penn's treaty with the Indians. 



67 

7. Georgia, — the debtors' colony, pages 100-105. 

a. James Oglethorpe. 

b. Relations with the Spaniards in Florida. 

Fourth Month. 

III. Famous Patriots of the Revolutionary Period. 

1. George Washington, — the "Father of his Coun- 

try", pages 115-47. 

2. Benjamin Franklin, — the counselor, pages 147-58. 

Fifth Month. 

3. Patrick Henry, — the orator, pages 158-67. 

4. Samuel Adam.s, — the firebrand of the Revolution, 

pages 167-79. 

5. Nathan Hale, — the martyred patriot, pages 179- 

82. 

6. Greene, Morgan, and Marion, — Southern leaders, 

pages 182-94. 

REFERENCE AND SUPPLEMENTARY LIST. 

(For more advanced References, see the Lists of the 

Upper Grades.) 

*Southworth: Builders of our Country, Vol. I, (Appleton). 

*Pratt: Stories of Colonial Children, (Educational Pub- 
lishing Co.). 

*Pratt : America's Story for America's Children, Vols. II, 

III, IV, and V, (D. C. Heath and Co.). 
Blaisdell and Ball: The American History Story-Book, 

(Little, Brown and Co.). 
Blaisdell and Ball: American History for Little Folks, 
(Little, Brown and Co.). 

Usher: The Story of the Pilgrims for Children, (The 
Macmillan Co.). 

*Eggleston: A First Book in American History, (Amer- 
ican Book Co.). 

*Baldwin: Four Great Americans, (American Book Co.), 

*Mowry: American Pioneers, (Silver, Burdett and Co.). 

*Foote and Skinner: Explorers and Founders of America, 
(American Book Co.). 

*Perry and Beebe: Four American Pioneers, (American 
Book Co.) . 

*Dickson: Camp and Trail in Early American History, 
\ (The Macmillan Co.). 

*Bird and Starling: Historical Plays for Children, (The 
Macmillan Co.). 



68 

*Stone and Fickett: Everyday Life in the Colonies, (D. C. 

Heath and Co.). 
Brooks: Historic Americans, (Thomas Y. Crowell and 

Co.). 
Lawyer: The Story of Columbus and Magellan, (Ginn 

and Co.). 
Burton: Story of Lafayette, (American Book Co.). 
*Dickson: Pioneers and Patriots in American History, 

(The Macmillan Co.). 
*Cooke: Stories of the Old Dominion, (American Book 
Co.). 

*Coe: Makers of the Nation, (Anierican Book Co.). 
Johnson: The World's Discoverers, (Liittle, Brown and 

Co.). 
*Gordy: Stories of American Explorers, (Charles Scrib- 

ner's Sons). 
*Guerber: Story of the Great Republic, (American Book 

Co.). 
*Tappan: American Hero Stories, (Houghton Mifflin Co.). 
*Johonnot: Stories of Our Country, (American Book Co.). 

*Baldwin : Fifty Famous Stories Retold, (American Book 
Co.). 

*Otis : Richard of Jamestown ; Calvert of Maryland ; Mary 
of Plymouth ; Ruth of Boston ; Peter of New Amster- 
dam ; Stephen of Philadelphia ; Hannah of Kentucky ; 
etc., (American Book Co.). 

*Faris : Real Stories from Our History, Chapters I-XXHI, 

inclusive, (Ginn and Co.). 
*Faris : Makers of Our History, Chapters I-VH, inclusive, 

(Ginn and Co.). 

*Sparks: The Expansion of the American People, Chap- 
ters I-XV, inclusive, (Scott, Foresman and C!o.). 

Kingsley: Four American Explorers, (American Book 
Co.). 

Whitney and Perry : Four American Indians, (American 
Book Co.). 

*Elson: Side-Lights on American History, (The Mac- 
millan Co.). 

*Lodge and Roosevelt: Hero Tales from American His- 
tory, (The Century Co.). 

Morris: Heroes of Discovery in America, (J. B. Lippin- 
cott Co.). 



69 

Literature Readings. 

Literature Readers, (State Series), Sixth Year, pages 
110-12. 

Franklin : Autobiography. 

Hawthorne : Grandfather's Chair. 

Henty: With Wolfe in Canada. 

Munroe: The Flamingo Feather. 

Stratemeyer : Minute Boys of Bunker Hill. 

Tomlinson: Two Young Patriots. 

Butterworth : Pilot of the Mayflower. 

Cooper: Last of the Mohicans; The Pathfinder. 

Persons: Our Country in Poem and Prose, (American 
Book Co.). 

Greenlaw: Builders of Democracy, (Scott, Foresman 
and Co.). 

Greene : My Country's Voice, (Charles Scribner's Sons) . 

Wilson: History Reader, (The Macmillan Co.). 

CIVICS. 

GRADE V A. 

Time allotment: One hundred twenty minutes per 
week for Civics and History. 

Guide Topic: Governmental Agencies of the Immediate 

Community. 
Introduction. 

The Course continues to be built around the idea of 
service. The problems are those arising from the rela- 
tionship of young citizens to their immediate social en- 
vironment — the reciprocal influence of their conduct and 
actions towards others and of others toward them. Their 
Civic training continues to aid them in inteii)reting school 
and community . life, awakening in them a higher and 
higher sense of responsibility for right actions toward 
their schoolmates, toward the members of their families, 
and toward other people in general. 

'When the life of the school gives the pupils training 
in the right way of acting toward the people with whom 
they are directly associated", the New Jersey Course of 
Study concludes, **it gives them the best basis for right 
action toward the State when they become more mature 
individuals". 



70 

As pupils learn how people act toward each other, and 
how to conduct themselves towards others, ''it is very in- 
portant that they have opportunities to see how one 
group works in order that another may be benefited", 
(idem). Thus, those who serve the local community as 
officials, for example, the policeman, the fireman, the post- 
man, the garbage collector, and the street-sweeper, exhibit 
concretely the interest of the community at large in the 
welfare of the individual, and demonstrate how one 
group labors in order that another group may be bene- 
fited. The awakening in the pupil of a consciousness of 
the interdependence of individuals and groups in modern 
society is the immediate objective of the Civics teaching 
in this Grade. 

This is the "gang spirit" period of youth. The 
teacher should organize that spirit for service to the com- 
munity — city, state, and nation. She should aim to 
establish social sympathy and to reproduce, with as much 
fidelity as possible, the actual conditions met by the child 
in the 'life of the community. 

Outline of Work. 

1. A study of each of the following agencies, or 
elements, in the light of its service to the community : 

a. Public agencies, such as schools, library, mu- 
seums, postoffice, life-saving service, weather bureau, 
playgrounds, fire and police departments, health depart- 
ment, and street department. 

Illustrative Problems or Projects relating to the 
public agencies: 

Post Office service: city delivery, rural delivery, 
parcel post, postal savings system. 

How are good streets and roads and good schools 
related to a growing community ? 

Why should a community be willing to pay for 
a good sewer system? — hospitals? — good 
schools? — playground and recreation centers? 

Concrete instances illustrating the duties of the 
Board of Health, as in cases of epidemics, and 
in school medical inspection. 

How are life and property protected in the com- 
munity ? 

What are the standards to be observed in the 
selection of motion picture performances? 

b. Voluntary agencies, such as churches, lecture 
and concert bureaus, and theatres, (including motion 
picture playhouses). 



71 

c. A study of Thrift as an element of community 
efficiency: conservation of water-supply, forests, and 
minerals. 

2. Civic virtues to be dwelt upon that they may be 
established as habits. 

The following list does not exhaust the number of 
commendable qualities to be inculcated, but those virtues 
enumerated are selected for renewed emphasis in this 
Grade : 

Patriotism. 

Truthfulness. 

Reverence. 

What nobler illustrations of these civic virtues may 
or can be found than the lives of the great Americans 
studied in the History Course of this Grade, as the 
Pilgrim Fathers, Washington, and Franklin? 

While the teaching of these virtues is to some extent 
a by-product of the classroom, nevertheless such teaching 
is of paramount importance. The method of presentation 
of this material is well set forth in the New Jersey Course 
of Study, as follows: 

"Various treatments have been suggested. Kindly 
and honorable recognition, the story, the indirect com- 
parison, memory gems, study of biographj^, pictures, the 
private conference, schoolroom practices and the prac- 
tices of the teacher, dramatic presentation, the fable, 
morning exercises, and special day programs are many 
ways by which a teacher may work to these ends." 

Dr. Barnard believes that what we are really trying 
to do is *'to establish right habits of thought and action 
in the children; to project these habits into the home and 
into their other relationships as well; to show the pupils 
how all community life is based on the embodiment of 
these virtues in each member of society". 

3. Provision of many and varied opportunities for 
Civic activities that develop a vital interest in community 
welfare : 

Vigorous cooperative play. 

Clean-up squad for home and school. 

Demonstrations of proper conduct toward public 

officials. 
Care of public buildings and other property; 

class and school Improvement Clubs; care of 

streets, boulevards, and roads ; street dangers ; 

"safety first" instructions; school fire drills. 



72 

Visits to Museums, Parks, Life-saving Station, 
Weather Bureau, Fine Arts Building, the Civic Center, the 
Post Office, the Mint, Civil Courts, Fire Engine Houses, 
and written and oral reports on observations. 

Talks with and by public officials. 

Membership in library. 

Fathers' or mothers' day program. 

Home and school gardens. 

Scrap book collections. 

Junior Red Cross. 

Thrift savings stamps ; school savings bank deposits. 

Flag drills and salute. 

Committing to memory and reciting: 

The American's Creed. 

*T believe in the United States of America as a gov- 
ernment of the people, by the people, for the people, whose 
just powers are derived from the consent of the governed; 
a democracy in a republic ; a sovereign Nation of many 
sovereign States; a perfect Union, one and inseparable; 
established upon those principles of freedom, equality, 
justice, and humanity for which American patriots 
sacrificed their lives and fortunes. 

I therefore believe it is my duty to my country to 
love it, to support its Constitution, to obey its laws, to 
respect its flag, and to defend it against all enemies." 

William Tyler Page. 

REFERENCES FOR THE TEACHER. 

*Puffer: The Boy and His Gang, (Houghton Mifflin Co.). 
Bryant: I am an American, (Houghton Mifflin Co.). 
*Thayer; Ethics of Success, Book Two, (Silver, Burdett 

and Co.)c 
Deming and Bemis: Stories of Patriotism, (Houghton 

Mifflin Co.). 
Baldwin : An American Book of Golden Deeds, (American 
Book Co.). 

*Dunn: The Community and the Citizen, Chapters VH 
and XHI, (State Series). 

*Jewett: Town and City, (Ginn and Co.). 
*Richman and Wallach: Good Citizenship, (American 
Book Co.). 



73 

*0'Shea and Kellogg: Health and Cleanliness, (Ginn and 

Co.). 
*Turkington : My Country, Chapter XVII, (Ginn and Co.) . 
Dawson: The Boys and Girls of Garden City, (Ginn 

and Co.). (A Civics Reader.) 
*Pritchard and Turkington: Stories of Thrift for Young 

Americans, (Charles Scribner's Sons). 
*Sneath and Hodges: Moral Training in the School and 

Home, (The Macmillan Co.). 

*Cabot: Ethics for Children, (Houghton Mifflin Co.). 

California Blue Bulletin, Supplement, September, 1916, 
(State Board of Education). 

Bancroft: Games, etc., (The Macmillan Co.). 

(Also, see the Reference Lists for the earlier Grades.) 

HISTORY. 

GRADE V B. 

Time allotment: One hundred twenty minutes per 
week for History and Civics. 

Guide Topic : American Heroes of the National Period. 

Introduction. 

The suggestions introducing the Five A Grade His- 
tory Course are equally applicable to the work of the Five 
B Grade. The teacher should acquaint herself thor- 
oughly with the scope of the Five A Grade Course. The 
advance in the subject-matter assigned to the Five B 
Grade over that of the Five A Grade is chiefly such as that 
which is incidental to chronological sequence. 

Mace's '^Beginner's History", (California State 
Series), is the text-book to be used, pages 194 to 382. 
Excellent study-questions and reading references are 
given in the text. 

Outline of Work. 

First Month. 

I. Heroes of War and Peace in the Early National Period. 

1. John Paul Jones and John Barry, — naval heroes 

of the Revolution, Mace, pages 194-202. 

2. Daniel Boone, John Sevier, and George Rogers 

Clark, — frontier heroes, pages 202-26. 

3. Eli Whitney, — the inventor of the cotton-gin, 

pages 226-29. 



J 14: 

4. Thomas Jefferson, — the champion of democracy, 

pages 229-38. 

5. Lewis and Clark, — the explorers of the Far 

Northwest, pages 238-44. 

Second Month. 

6. Oliver Hazard Perry, — the victor at Lake Erie, 

pages 244-45. 

7. Andrew Jackson, — the hero of New Orleans, 

pages 245-54. 

8. Robert Fulton, — the inventor of the steamboat, 

pages 257-64. 

9. Samuel F. B. Morse, — the inventor of the tele- 

graph, pages 264-68. 

10. Cyrus W. Field, — the projector of the Atlantic 
cable, pages 268-72. 

II. Heroes of War and Peace in the Middle Period. 

1. Sam Houston, — the hero of San Jacinto, pages 

279-84. 

2. David Crockett, — the hero of the Alamo, pages 

284-85. 

3. John C. Fremont, — ''the Pathfinder", pages 285- 

94. 

(Connect with the Four B Grade Course.) 
Third Month. 

4. Henry Clay, the great pacificator, pages 296-302. 

5. Daniel Webster, — the defender of the Constitu- 

tion, pages 302-08. 

6. John C. Calhoun, — the champion of nullification, 

pages 308-13. 

7. Abraham Lincoln, — the liberator of the slaves, 

pages 315-30. 

8. Ulysses S. Grant, — the Union general, pages 

331-37. 

9: Robert E. Lee, — the general of the Confederacy, 
pages 337-41. 

III. Leaders in War and Peace since the Civil War. 

1. Wm. McKinley, — the Spanish- American war 

president, pages 342-49. 

Fourth Month. 

2. Thomas A. Edison, — the wizard of electricity, 

pages 272-77. 



75 

3. Geo. W. Goethals, — the builder of the Panama 

•Canal, pages 354-56. 
(Connect with the Four B Grade Course.) 

4. Eliz. Cady Stanton, — the champion of women's 

rights, pages 358-60. 

5. Susan B. Anthony, — the heroine of woman suf- 

frage, pages 361-62. 

6. Julia Ward Howe, — the gifted patriotic poet, 

pages 363-64. 

7. Harriet Beecher Stowe, — the famous novelist, 

pages 364-65. 

8. Frances E. Willard, — the temperance crusader, 

pages 366-67. 

9. Clara Barton, — the founder of the American Red 

Cross, pages 367-70. 

10. Jane Addams, — the friend of the poor, pages 370- 

72. ' 

11. Theodore Roosevelt, — the strenuous patriot. 

12. William H. Taft, the first Governor-General of 

the Philippine Islands, and, later, proponent of 
the League of Nations. 

13. Woodrow Wilson, — the world-war president, and 

champion of the League of Nations. 

IV. Resources and Industries. 

1. The new West, pages 350-54. 
(Connect with the Four B Grade Course.) 

2. Farm and factory, pages 374-79. 

3. Mines, mining, and manufactures, pages 379-81. 

Fifth Month. 

V. Other Recent Leaders in the Progress of the Nation. 

1. Robert Edwin Peary,— the discoverer of the 

North Pole. 

2. Roald Amundsen, — the explorer of the North- 

(Visit ship''"Gjoa" in Golden Gate Park.) 

3. Robert Scott, — the explorer of the Antarctic. 

4. Alexander Graham Bell, — the inventor of the 

telephone. 

5. Guglielmo Marconi, — the inventor of wireless 

telegraphy. 

6. James B. Eads, — the bridge-builder. 

7. The Wright Brothers and Curtiss,— the inven- 

tors of the aeroplane. 



76 

8. Pierre and Mme. Curie, — the discoverers of 

radium. 

9. Luther Burbank, — the plant wizard. 

10. John Muir, — the great naturalist. 

11. John Swett, — the great schoolman of California. 

12. John J. Pershing, — the American general in 

France. 

REFERENCE AND SUPPLEMENTARY READING 

LIST. 

(For more advanced references, see the Lists of the 
upper Grades.) 
Adams and Foster: Heroines of Modern Progress, (Stur- 

gis and Walton Co.). 
*Brooks: Historic Americans, (Thomas Y. Crowell and 

Co.). 
^Holland: Historic Boyhoods; Historic Inventions, 

(Jacobs) . 
*Bolton: Poor Girls Who Became Famous, (Thomas Y. 

Crowell and Co.). 
*Bolton: Famous Voyagers, (Thomas Y. Crowell and 

Co.). 
*Eggleston: Stories of American Life and Adventure, 

(American Book Co.) . 
Stimpson: The Child's Book of American Biography, 

(Little, Brown and Co.). 
*Foote and Skinner: Makers and Defenders of America, 

(American Book Co.). 

*Mowry: American Pioneers, (Silver, . Burdett and Co.). 
^Bass: Stories of Pioneer Life, (D. C. Heath and Co.). 
*Nicolay: Boy's Life of Lincoln, (The Century Co.). 
*Gordy: Lincoln, (Charles Scribner's Sons). 

Church: Ulysses S. Grant, (G. P. Putnam's Sons). 
^Baldwin: Four Great Americans, (American Book Co.). 

Burton: Four American Patriots, (American Book Co.). 
*Stratemeyer: American Boy's Life of William McKinley, 
(Lothrop, Lee and Shepard Co.). 

Beebe: Four American Naval Heroes, (American Book 

Co.). 
*Perry and Beebe: Four American Pioneers, (American 

Book Co.). 
White: Robert E. Lee, (G. P. Putnam's Sons). 
*Stone and Fickett: Days and Deeds a Hundred Years 
Ago, (D. C. Heath and Co.). 



77 

*Kingsley: Four American Explorers, (American Book 

Co.). 
Kingsley: The Story of Lewis and Clark, (American 

Book Co.). 

Coe: Makers of the Nation, (American Book Co.). 

*Elson : Side Lights on American History, (The Macmillan 
Co.). 

*Otis: Antoine of Oregon, Benjamin of Ohio, Martha of 
California, Philip of Texas, Seth of Colorado, etc., 
(American Book Co.). 

Nicholson: Stories of Dixie, (American Book Co.). 

Nida: Letters of Polly the Pioneer, (The Macmillan Co.). 

Wright: Children's Stories of American Progress, 
(Charles Scribner's Sons). 

Hubert : Men of Achievement, (Charles Scribner's Sons) . 

Macomber: Stories of Great Inventors, (Educational 
Publishing Co.). 

*Perry: Four American Inventors, (American Book Co.). 

*Coe: Heroes of Evei*yday Life, (Ginn and Co.). 

*Mowry: American Inventions and Inventors, (Silver, 
Burdett and Co.). 

*Darrow: The Boy's Own Book of Great Inventions, 
(The Macmillan Co.). 

*Forman: Stories of Useful Inventions, (The Century 
Co.). 

*Bachman: Great Inventors and Their Inventions, 
(American Book Co.). 

*Baker : Boy's Book of Inventions, (Doubleday, Page and 
Co.). 

Meadowcraft: Boy's Life of Edison, (Harper and 
Brothers) . 

*Lodge and Roosevelt: Hero Tales from American His- 
tory, (The Century Co.). 

Brooks : The First across the Continent, (Charles Scrib- 
ner's Sons). 

*Faris : Real Stories from Our History, Chapters XXIV- 
XLIII, inclusive, (Ginn and Co.). 

*Faris: Makers of Our History, Chapters VIII-XVIII, 
inclusive, (Ginn and Co.). 



78 

*Sparks: The Expansion of the American People, Chap- 
ters XV-XXXVI, inclusive, (Scott, Foresman and 
Co.). 
Amundsen : Expedition to the South Pole, (Smithsonian 
Institute) . 

Scott: Voyage of the Discovery, (Charles Scribner's 

Sons) . 
Horton: The Frozen North, (D. C. Heath and Co.). 

Literature Readings. 

Literature Readers, (State Series), Sixth Year, pages 

385-93. 
Brooks : The Boy Settlers. 
Brooks : The Boy Emigrants. 
Henty : With Lee in Virgnia. 
Trowbridge: Cud jo's Cave. 
Andrews : The Perfect Tribute. 
Coffin: Winning His Way. 

Baldwin: An American Book of Golden Deeds, (Amer- 
ican Book Co.). 

*Persons: Our Country in Poem and Prose, (American 
Book Co.). 

*Greenlaw: Builders of Democracy, (Scott, Foresman 
and Co.) . 

Watson: Golden Deeds on the Field of Honor, <The 
Macmillan Co.). 

*Greene : My Country's Voice, (Charles Scribner's Sons) . 

Wilson: History Reader, (The Macmillan Co.). 

CIVICS. 

GRADE V B. 

Time allotment: One hundred twenty minutes for 
Civics and History. 

Guide Topic : The Immediate Community : Public Utilities. 
Introduction. 

(Read carefully the Introduction to the Five A Grade 
Civics Course.) 

The idea of service is shifted from the individual to 
the community. The teacher should demonstrate how 
the community is made up of citizens, and that as the 
citizen has rights and duties, so the community has its 
obligations and emoluments. 



79 

Outline of Work. 

1. A study of each of the following public utilities in 
the light of its service to the individual and the com- 
munity : 

a. Street car lines — Right to use the streets, but 
in return an obligation to render efficient, economical ser- 
vice. Municipal ownership. 

b. Railroads — Lines of railroads entering the city — 
where they go, and where they come from; freight and 
passenger service; railroad yards and stations; tickets; 
time-tables; etc. 

c. Steamship lines — Lines entering and leaving the 
harbor — where they go, and where they come from ; 
what they carry. 

Illustrative problem: The dependence of the com- 
munity upon railroads and ships for its food supply. 

d. Water systems — Sources of San Francisco's 
water supply ; reservoirs, pumping-stations, high pressure 
system, mains, pipes, house connections; purity of supply 
— drainage, filtration; uses of water. 

Topic reference: 

For a general study of "Water Systems", use Lesson 
C-3, entitled 'The water supply of a town or city'', in 
"Lessons in Community and National Life, Series C for 
the Intermediate Grades of the Elementary School" — Judd 
and Marshall, — issued by the U. S. Department of the 
Interior. 

e. Gas and electric systems — sources of supply; 
power lines ; distributing mains and lines ; meters ; hydro- 
electric power. 

f . Telephone, telegraph and cable lines — where they 
go ; benefits of ; use of. 

Illustrative projects, or problems, on public utilities. 

Why should a community be interested in own- 
ing and operating its own street car lines? The his- 
tory of the municipal street-car system of San 
Francisco. 

The citizen's responsibility in relation to the 
water-supply, — health; protection from fire. The 
proper use of the drinking fountain in the school, 
and in other public places. Water meters — their use ; 
avoidance of waste. Water in irrigation; and as a 
producer of electric energy in California. 



80 

Why should a community be willing to pay for 
a good water supply? 

Implications of ''Safety First". 

2. Civic virtues to be dwelt upon that they may be 
established as habits: (See the Five A Grade Civics 
Course.) 

Patriotism. 
Industry. 
Obedience. 
Politeness. 

What finer illustrations of these civic virtues may or 
can be found than the lives of great Americans studied 
in the History Course of this Grade, as Jefferson, Lincoln, 
McKinley, and others? 

3. Civic activities to be encouraged as developing 
a vital interest in community welfare: 

Visits to a pumping station and the high pressure 
stations, followed by oral and written discussions and 
reports on observations. 

Actual demonstration by some of the pupils of the 
use of sanitary drinking fountains, and of the use of 
individual drinking cups. 

Accounts of trips on railroad or ship. Samples of 
time-tables, etc. (Connect closely with Geography.) 

Scrap book collections. 

Thrift savings stamps. 

School savings bank deposits. 

Games and sports ; athletics. 

Home and school gardens. 

Flag drills and salute. 

"The American's Creed", (William Tyler Page) . (See 
the Five A Grade Civics Course, page 72.) 

REFERENCES FOR THE TEACHER. 

*Sneath and Hodges: Moral Training in the School and 

Home, (The Macmillan Co.). 
California Blue Bulletin, Supplement, September 1916, 
(State Board of Education) . 
*Cabot: Ethics for Children, (Houghton Mifflin Co.). 
Bryant: I Am An American, (Houghton Mifflin Co.). 
*Thayer: Ethics of Success, Book Two, (Silver, Burdett 

and Co.). 
Deming and Bemis: Stories of Patriotism, (Houghton 
Mifflin Co.). 



81 

Baldwin: An American Book of Golden Deeds, (Amer- 
ican Book Co.). 
*Jewett: Town and City, especially Chapters I, XII, XIII, 

XIV, XV, and XVI, (Ginn and Co.). 
Hutchinson: Community Hygiene, (Ginn and Co.). 
*Allen: Industrial Studies— The United States, Chapter 
V, (Ginn and Co.). 

Dawson: The Boys and Girls of Garden City, (Ginn and 
Co.) . (A Civics Reader) . 

*Dunn: The Community and the Citizen, Chapter XIV, 
(State Series). 

*Richman and Wallach: Good Citizenship, (American 
Book Co.). 

*Strayer and Norsworthy: How to Teach, especially 
Chapters IX, XI, XIII and XIV, (The Macmillan Co.). 
(See, also, the Reference List for Grade Five A.) 



HISTORY. 

GRADE VI A. 

Time allotment: One hundred forty minutes per 
week of History and Civics, including Current Events. 

Guide Topic: The European Background of American 

History. 

Introduction. 

The emphasis in this Grade is to be laid upon the rise 
and character of the arts, customs, ideas, and institu- 
tions of the Greeks, Romans, and the early mediaeval 
races, from the point of view of their influence upon our 
own social structure. This is probably the only oppor- 
tunity that many pupils will ever have to become ac- 
quainted with the history of peoples other than their 
own. Therefore, while the teacher should not endeavor 
to impart all that is known about the events and char- 
acters of the ancient and mediaeval eras, she should 
endeavor to select interesting elements in history, and 
to treat the selected incidents and types of society with 
detail sufficient to arouse definite and permanent images 
in the child's mind, and to stir within him a sjrmpathetic 
interest in the great heroes of the Old World. At the 
same time, in order to lay a firm foundation for the 
detailed study of American history in Grades Seven and 



82 



Eio-ht, she should lay special stress on the study of those 
topics' which bear upon the larger contributions of one 
country to the life of another. 

It is important for the teacher to familiarize herself 
thoroughly with the work of the preceding Grades in 
this Course, so as to maintain a close connection between 
the pupil's earlier and his newer studies in History. 

The outline method is to be continued. (Read care- 
fully the sections on Outlining in the Introduction to the 
Five A Grade Course, and in the General Introduction). 
As in the earlier Grades, the pupils should not be held 
responsible, either through written or oral tests, for a 
mastery of bare historical facts, but, rather, their 
attention should be directed to historical relationships. 

Wall-maps and outline-maps, (in relation to histor- 
ical Geography) , pictures, lesson-problems, readings, 
simple dramatics and pageants, and museum material, are 
useful devices to gain variety in the treatment of the 
subject-matter. (See the General Introduction to this 
Course for details of method.) 

Hall's "Our Ancestors in Europe", (Silver, Burdett 
and Co.), pages 1-213, is to be used extensively in this 
Grade Treatment of the subject similar to that in the 
Hall is to be found in Harding's 'The Story of Europe", 
(Scott, Foresman and Co.) ; Atkinson's ''An Introduction 
to American History,— European Beginnings", (Gmn and 
Co ) • Bourne and Benton's "Introductory American His- 
tory'', (D. C. Heath and Co.) ; Nida's "Dawn of American 
History in Europe", (The Macmillan Co.) ; Gordy's 
''American Beginnings in Europe", (Charles Scribner's 
Sons) ; and Mace and Tanner's "The Story of Old Europe 
and Young America", (Rand, McNally and Co.). 

Benezet's "The World War and What Was Behind 
It", pages 22-51, (Scott, Foresman and Co.), will be 
found very helpful. 

The teacher should bear in mind, however, that, in 
a beginner's study of movements or problems, much of 
the material in a given text-book must be eliminated, 
and m.uch of it must be treated merely as pleasurable 
reading. 

Outline of Work. 

First Month. 

I. Review. (Connect with the Four A Grade History 
Course.) 



83 

1. The Egyptians — who they were; where they 

hved; what they accomphshed. 

2. The Babylonians, the Assyrians, the He- 

brews, the Phoenicians, and the Persians, 
— their contributions to civihzation. 

(Before beginning the use of "Our Ancestors in 
Europe", give a series of lessons on the use of the text- 
book. As a guide, refer to the General Introduction to 
this Course.) 

II. Greece, the explorer and colonizer. (Hall, "Our 

Ancestors in Europe", to page 20.) 

1. The world before our time. 

2. Early Greek exploration. 

3. Ancient peoples of the Mediterranean. 

4. Colonization. 

(Have pupils recall stories of Greek life read in earlier 
Grades.) 

Second Month. (Hall, pages 20-74.) 

III. Greece, the teacher. 

1. Religion. 

2. Art. 

3. The Olympic games. 

4. Greek cities — Sparta, Athens. 

5. Education. 

6. Government. 

IV. Greece and her neighbors. 

1. The Persian War. 

2. The Delian Confederacy. 

3. Macedonian conquest of the world. 

4. Greek influence on civilization. 

Third Month. (Hall, pages 74-140.) 

V. Roi^ale's growth. 

(Have pupils recall stories of Roman life read in 
earlier Grades.) 

1. Rome's conquest of Italy. 

2. Roman life. 

VI. Rome's conquest of the world. 

1. Rome's conquest of Carthage. 

2. Rome's conquest of the East. 

3. Caesar's war in Gaul. 

4. Effects of conquest upon the Romans. 



84 

VII. The Roman Empire. 

1. Rome's rule under the Empire. 

2. A new religion in the ancient world. 

3. Results of Roman rule. 

Illustrative Problems on the Ancient Period. 

The studies and problems at the ends of chapters 
in the Hall should not be neglected. The teacher should 
formulate other type problems to develop interest in the 
Course. The following are examples: 

How was it that the Greeks settled apart in little 
communities ? 

Why did they come to be traders and founders of 
colonies ? 

Why was it that they were successful in repelling 
the Persian invasion? 

What made the victory of Alexander possible over 
Greece; over Persia? 

Why did the Romans succeed in the conquest of the 
East; of the West? 

Why did Rome come to be ruled by an Emperor? 
Why did the Romans oppose Christianity so bitterly ? 
What did the Greeks and the Romans give to the 
world that is of permanent value? 

Fourth Month. (Hall, pages 140-81) ; (Benezet, pages 
22-51). 

Vin. The Barbarian Invasions. 

1. The Teutonic invaders. 

2. The conquests of the Goths. 

3. The Franks. 

4. Charlemagne's empire. 

5. The Vikings. 

IX. The Beginnings of Germany and France. 

1. Partition of Charlemagne's empire. 

2. Germany in the Middle Ages. 

3. France in the Middle Ages. 

Fifth Month. (Hall, pages 181-205.) 

X. The Beginnings of England. 



85 

1. The Anglo-Saxons — customs of life and 

government; Alfred the Great. 

2. The Norman Conquests and its influence on 

language, manners, customs, laws. 

3. First stages of the struggle for English 

liberty. 

Topic references : Harding's 'The Story of Europe", 
Chapters XXII-XXIV, inclusive, and 'The Story of Eng- 
land", Chapters XI and XIV; and Bourne and Benton's 
''Introductory American Histoiy", Chapter XI. 

a. Charters: of William the Conquerer; of Henry 

I; and of Richard I. 

b. King John and Magna Charta, (1215). 

c. The First Representative Parliament, (1265). 

d. The Developnent of Parliamentary Government. 

Model Parliament, (1295). 

Type Problems on the Mediaeval Period. 

1. What made Charlemagne and King Alfred great? 

2. How did the English people gain their liberty? 

3. What were the chief results of the Crusades ? 

4. What were the main motives w^hich led to explor- 

ations and discoveries in the fifteenth century ? 

Reference and Collateral Reading List. 

Numerous references for teachers, and lists of books 
suitable for pupils, are given in the "teachers' Manual", 
issued to accompany HalFs "Our Ancestors in Europe". 

Much of the collateral reading indicated below should 
be conducted in conjunction with the Literature and Read- 
ing Course of the Grade. Such reading should be primarily 
for pure enjoyment, and only secondarily for information. 

FOR THE TEACHER, primarily. 

*Gayley: Classic Myths, (Ginn and Co.). 

Tatlock: Greek and Roman Mythology, (The Century 
Co.). 

Guerber: Myths of Greece and Rome, (American Book 
Co.). 

Baker: Stories of Old Greece and Rome, (The Macmillan 

Co.). 
*Homer's Ihad, edited by Lang, Leaf, and Myers; Odys- 
sey, edited by Butcher and Lang, (The Macmillan 
Co.). 



86 

*Hoiner's Odyssey, edited by Palmer, (Houghton Mifflin 
Co.). 

Bury: The History of Greece, (The Macmillan Co.). 
*Breasted: Ancient Times, (Ginn and Co.). 
Robinson and Breasted: Outlines of European History, 

Vol. I, (Ginn and Co.). 
*Webster: Early European History, (D. C. Heath and 
Co.). 

*Mahaffy: Old Greek Life, (American Book Co.). 

Gardner: Greek Athletic Sports and Festivals, (The 
Macmillan Co.). 

^Hopkinson: Greek Leaders, (Houghton Mifflin Co.). 
Gulick: The Life of the Ancient Greeks, (Appleton). 
*Davis : A Day in Old Athens, ( Allyn and Bacon) . 
*Plutarch's Lives: Edited by Clough, (Everyman's 
Series) . 

*Grant: Greece in the Age of Pericles, (Charles Scrib- 

ner's Sons). 
*Wheeler: Alexander the Great, (G. P. Putnam's Sons). 
Abbott: Alexander, (Harper and Brothers). 

* Davidson : Aristotle and the Ancient Educational Ideals, 
(Charles Scribner's Sons). 

*Fowler: Rome, (Henry Holt and Co.). 

Johnston: The Private Life of the Romans, (Scott, 
Foresman and Co.). » 

Morris: Hannibal, (G. P. Putnam's Sons). 

*Fowler: Julius Caesar, (G. P. Putnam's Sons). 

Inge: Society in Rome under the Caesars, (Charles 
Scribner's Sons) . 

Church : Roman Life in the Days of Cicero, (The Mac- 
millan Co.). 

*Shumway: A Day in Ancient Rome, (D. C. Heath and 
Co.). 

Preston and Dodge: The Private Life of the Romans, 
(Benj. H. Sanborn and Co.). 

*Fowler : Social Life at Rome in the Age of Cicero, (The 
Macmillan Co.). 

*Emerton: Introduction to the Middle Ages, (Ginn and 
Co.). 

*Adams: Civilization During the Middle Ages, (Charles 
Scribner's Sons). 



87 



Hodgkin: Charles the Great, (The Macmillan Co.). 
Davis: Charlemagne, (G. P. Putnam's Sons). 
Hughes: Alfred the Great, (The Macmillan Co.). 
*Ogg: A Source Book of Mediaeval History, (American 

"Book Co.) . 
Jusserand: English Wayfaring Life in the Middle Ages, 

(G. P. Putnam's Sons) . 
Jessopp: The Coming of the Friars, (G. P. Putnam's 

Sons) . 
Abbott: Alfred; William the Conqueror, (Harper and 

Brothers) . 
Allsopp : An Introduction to English Industrial History, 

(The Macmillan Co.). 
*Cheyney: Industrial and Social History of England, 

(The Macmillan Co.). 
*Herrick: History of Commerce and Industry, (The Mac- 
millan Co.). 
*Cheyney: European Background of American History, 
(Hai-per and Brothers). 

FOR THE PUPIL, primarily. 

*Harding: Greek Gods, Heroes, and Men, (Scott, Fores- 
man and Co.). 

* Wallach : Historical and "Biographical Narratives, 

(American Book Co.). 
*Best: Egypt and Her Neighbors; Glorious Greece and 

Imperial Rome, (The Macmillan Co.) . 
*Richmond: Egypt, Greece, Rome, (Ginn and Co.). 
Hall: Four Old Greeks, (Rand, McNally and Co.). 
*Hall: Homeric Stories, (American Book Co.). 
*Haaren and Poland: Fam.ous Men of Greece; Famous 

Men of Rome, (American Book Co.). 

* Anderson: Stories of the Golden Age, (The Macmillan 

Co.). . ,. 

*Baldwin: Old Greek Stories; Stories of the King, (Amer- 
ican Book Co.). J r^ X 
Gale: Achilles and Hector, (Rand, McNally and Co ). 

*Pratt: Myths of Old Greece, (Educational Publishing 
Co.). 

*Harding: The City of the Seven Hills, (Scott, Foresman 

and Co.). 



88 

Church: Pictures from Greek Life and Story, (G. P. 

Putnam's Sons). 
Church : Pictures from Roman Life, (Appleton) . 

*Clarke: The Story of Troy; Story of Aeneas; Story of 

Ulysses, (American Book Co.). 
*Clarke: The Story of Caesar, (American Book Co.). 

^Reynolds : How Man Conquered Nature, (The Macmillan 
Co.). 

*Arnold: Stories of Ancient Peoples, (American Book 
Co.). 

^Andrews: Ten Boys, etc., (Ginn and Co.). 

*Guerber: The Story of the Greeks; The Story of the 

Romans, (American Book Co.). 
Niver: Great Names and Nations, Modern, (Atkinson, 
Mentzer and Grover). 

Froelicher: A Collection of Swiss Stories, (The Mac- 
millan Co.). 

*Greene: Legends of King Arthur and His Court, (Ginn 
and Co.). 

Baldwin: The Story of Roland, (Charles Scribner's 
Sons). 

Radford: King Arthur and His Knights, (Rand, Mc- 
Nally and Co.). 

*Guerber: Legends of the Middle Ages, (American Book 
Co.). 

Hancock: Children of History; Stories from British His- 
tory, (Little, Brown and Co.). 

*Best: Merry England, (The Macmillan Co.). 

*Blaisdell: Stories from English History, (Ginn and Co.). 

*Guerber: Story of the English, (American Book Co.). 

Underwood : Heroes of Conquest and Empire, (The Mac- 
millan Co.). 

*Warren: Stories from English History, (D. C. Heath 
and Co.). 

*Harding: The Story of England, (Scott, Foresman and 
Co.). 

*Tappan: European Hero Stories, (Houghton Mifflin Co.). 

*Tappan : In the Days of Alfred ; In the Days of William 
the Conqueror, (Lothrop, Lee, and Shepard Co.). 

*Haaren and Poland: Famous Men of the Middle Ages, 
(American Book Co.). 



89 

*Alshouse: Heroes of the Nations, (The Macmillan Co.). 
*Best: Western Europe, (The Macmillan Co.). 

^Harding: The Story of the Middle Ages, (Scott, Fores- 
man and Co.). 

*Pitman: Stories of Old France, (American Book Co.). 
*Dutton: Little Stories of France; Little Stories of Eng- 
land, (American Book Co.). 

*Lansing: Barbarian and Noble; Patriots and Tyrants. 
(Ginn and Co.). 

Guerber: Myths of Northern Lands, (American Book 
Co.). 

*Mabie: Norse Stories, (Rand, McNally and Co.). 

*Bradish: Old Norse Stories, (American Book Co.). 

Pratt: Legends of Norseland, (Educational Publishing 
Co.). 

Keary: The Heroes of Asgard, (The Macmillan Co.). 
Hall: Viking Tales, (Rand, McNally and Co.). 
Bonner: A Child's History of Spain, (Harper and 
Brothers) . 

CIVICS. 
GRADE VI A. 

Time allotment: One hundred forty minutes per 
week for Civics and History, including Current Events. 

Guide Topic: Elements of Civic Welfare. 
Introduction. 

Ideals of civic conduct will be greatly strengthened 
in this Grade by the knowledge of the great characters 
and heroic deeds of the Old World developed in the His- 
tory Course. By associating intelligently the problems 
that confronted the people of former days with those of 
citizens of the present time, the teacher has an excep- 
tional opportunity to impress, through comparison and 
contrast, true conceptions of civic rights and duties. Be- 
yond this, she must remember that only through constant 
practice in everyday civic activities will the youth form 
habits that make for good citizenship. 

The Civics topics lend themselves to oral and written 
expression. Much of the data serves admirably as the 
basis for problems in arithmetic. 



90 

Outline of Work. 

I. A study of the following topics: 

1. Health. 

(This topic presupposes a thorough understanding 
of the treatment given to it in the Civics Course of the 
Three A and Five A Grades.) 

The incalculable blessing of health ; the reasons why 
the community, (local, state, and nation), is interested 
in the health of its citizens; measures that will promote 
health, (at home, in school, on the playground, and on the 
street) ; and practical observance of such measures, espe- 
cially in connection with Physical Education and Personal 
Hygiene. 

The Greek idea of the vital importance of Physical 
Education, in comparison ^nd contrast with our own. 

Review of the organization and work of the City 
Board of Health. 

Topic reference: An excellent treatment of the 
topic "Health", readily adaptable to Six A Grade use, may 
be found in U. S. Bulletin, 1915, No. 23, pages 20-24. 

2. Recreation. 

(This topic presupposes a thorough understanding 
of the treatment given to it in the Civics Course of the 
Three B and Five A Grades.) 

A survey of the community provision for the leisure 
hours of children and grown-ups, — parks and play- 
grounds, theatres, motion-picture play-houses, libraries, 
and clubs, both governmental and voluntary agencies. 

The Greek and Roman forms of recreation, in com- 
parison and contrast with those of modern times. 

Topic reference : An excellent treatment of the topic 
"Recreation", readily adaptable to Six A Grade use, may 
be found in U. S. Bulletin, 1915, No. 23, pages 26-28. 

3. Civic Beauty. 

Creation of a sentiment for well-kept homes, yards, 
streets, boulevards, and a pride in beautiful buildings, 
trees, parks, and recreation centers. 

Discouragement of the maintenance of unsightly bill- 
boards, trolley-poles and wires, etc. 



91 

The Greeks as lovers of beauty, in comparison and 
contrast with modern peoples. 

Topic reference : An excellent treatment of the topic 
"Civic Beauty", readily adaptable to Six A Grade use, may 
be found in the above-cited Bulletin, pages 31-33. 

Illustrative Type Lesson, (to indicate close relation- 
ship with the History Course). 

Topic: The Greeks as Citizens. 
Read to the class the oath of the Athenian citizen. 
Have it memorized by the pupils. Explain its meaning, 
and show the similarity and difference between the Greek 
conception and practice of citizenship, and our own. 
Illustrative Projects or Problems connected with such a 
lesson, or series of lessons. 

How did the ancient Greeks compare in patriotism 
with the American people of today? 

What was the purpose of the Athenian Assembly? 
How did it differ from our law-making bodies? 

What schooling did the Athenian boy receive ? What 
games did he play? What heroes did he study? 

Why had Athens a right to expect so much of its 
young citizens? 

How may we profit by the Greek example in striving 
to develop strong and beautiful physiques? beautiful 
buildings? manly virtues, as truthfulness and courage? 

How was the Roman soldier trained? Why did the 
Roman boys admire the courage of the Roman soldier? 

What was the status of women among the ancients ? 

How have we advanced in our attitude toward 
women ? 

II. Civic virtues to be dwelt upon that they may 
grow into habits: 

Patriotism. 

Courage. 

Truthfulness. 

Perseverance. 

Thoroughness. 
(See the Five A Grade Course.) 

HI. Civic activities to be encouraged as developing 
a vital interest in community welfare: 

Exercises in physical education and hygiene. 
Liberal use of playground, and other proper recrea- 



92 

tional opportunities afforded by the community, or by 
private initiative. 

Excursions to beautiful public structures, such as 
the City Hall, the Library, and the Civic Auditorium, 
for purposes of the study of architecture, sculpture, and 
adornment. (Relate to Greek ideas of form in architec- 
ture and statuary.) 

Visits to the Park Museum to view collections of 
Greek and Roman art. 

Membership in the public library and much reading 
of good books. 

Reading of good newspapers and magazines, to real- 
ize the service such publications render the community, 
and the responsibility vested in them. 
, School and home gardens. 

Scrap book collections. 

Programs for holidays and special occasions. 

Flag drills and salute. 

"The Oath of the Athenian Youth". 

"The American's Creed", (William Tyler Page), 
(See the Five A Grade Civics CJourse.) 

REFERENCES FOR THE TEACHER. 

*Richmond and Wallach: Good Citizenship, (American 

Book Co.). 
*Punn: The Community and the Citizen, Chapters IX, 

and XVI, (State Series). 

*Jewett : Town and City, Chapter VIII, (Ginn and Co.) . 

*Turkington: My Country, Chapters V and XVIII, (Ginn 
and Co.). 

Cabot and Others : A Course in Citizenship and Patriot- 
ism, revised edition, (Houghton Mifflin Co.). 
* Ashley : The New Civics, Chapter XIV, (The Macmillan 
Co.). 

*Sneath and Hodges: Moral Training in the School and 
Home, (The Macmillan Co.). "^^ 

*Thayer: Ethics of Success, Book Three, (Silver, Bur- 
dett and Co.). 

California Blue Bulletin, Supplement, September 1916, 

(State Board- of Education). ■ 

*Cabot: Ethics for Children, (Houghton Mifflin Co.). 
*Strayer and Norsworthy: How to Teach, especially 

Chapters IX, XI, XIII, and XIV, (The Macmillan Co.) . 



93 

Colgrove : The Teacher and the School, especially Chap- 
ters XVII to XXIV, inclusive, (Charles Scribner's 
Sons). 

Curtis: Education through Play, ( (The Macmillan Co.) . 
*Curtis: Practical Conduct of Play, (The Macmillan Co.). 
Lee: Play in Education, (The Macmillan Co.). 
(See,also, the Reference Lists of Grades Five A and B.) 
CURRENT EVENTS. 
Refer to the General Introduction to this Course. 

HISTORY. 
GRADE VI B. 

Time allotment: One hundred twenty minutes per 
week for History and Civics, including Current Events. 

Guide Topic: The European Background of American 
History, and the Discovery of the New World. 

Introduction. 

The suggestions introducing the work of the Six A 
Grade History Course are, in genei-al, equally applicable 
to the Six B, and should be earnestly studied by the 
teacher. Through the progressive development of the 
subject, however, the Course in this Grade is designed, 
not only to trace more definitely and directly the various 
currents of European influence which flow together to 
form the stream of early American life, but also to dis- 
close how and why the New World was discovered by 
the Old. 

The teacher should familiarize herself thoroughly 
with the work of the earlier Grades, in order to maintain 
the continuity of the Course. 

A clear idea of the scope of the work proposed is 
furnished by Hall's "Our Ancestors in Europe", pages 
213-416, (Silver, Burdett and Co.), which is to be used 
as the basic text in this Grade. To supplement it, Bene- 
zet's 'The World War and What Was Behind It", pages 
52-93, (Scott, Foresman and Co.), will be found very 
helpful. Mace's ^'Beginner's History", (State Text), 
pages 1-54, already studied in Grade Five A, supplies 
valuable material for paralleling the latter part of the 
Hall text, as is true, also, of Hart's ''School History of 
the United States", pages 13-42, (American Book Co.) ; 
Beard and Bagley's "The History of the American 



94 

People", (The Macmillan Co.), pages 1-38; Bourne and 
Benton's ''History of the United States'', pages 1-39, 
(D. C. Heath and Co.) ; and Thwaites and Kendall's "His- 
tory of the United States", pages 1-50, (Houghton Mifflin 
Co.). 

Outline of Work. 

First Month. (Hall, pages 213-49); (Benezet, pages 
52-61). 



I. 


Castle Life. 


1. Feudalism. 

2. The castle. 

3. A siege. 

4. The warlike spirit of the era. 

5. Knightly ideals and training. 

6. Knightly sports and pastimes 

7. The age of chivalry. 

Second Month. (Hall, pages 249-96.) 


II. 


The workers. 




1. 
2. 
3. 


Farmers. 

Townsmen. 

Traders. 



Third Month. (Hall, pages 296-341) ; (Benezet, pages 

78-87). 

III. Religion in the Middle Ages. 

1. Christian missionaries. 

2. Church organization. 

3. Monasteries. 

4. Saints and pilgrimages. 

5. Mohammedanism. 

6. The Crusades. 

(The stories of the First and Third Crusades may be 
taken as typical. Note the Children's Crusade.) 

IV. Great Changes. (Hall, pages 334-41) ; (Bene- 

zet, pages 87-93). 

1. National states. 

2. The intellectual awakening. 

3. A change in religion. 

Fourth Month. (Hall, pages 341-79; and extensive 
readings from supplementary texts recom- 
mended in the Introduction to this Grade, or 
listed as reference books below.) 



95 

V. Ships in Strange Seas. 

1. Early sailors and their ways. 

2. The Northmen and their westward voyages. 

3. A new route to India. 

4. Portugal's great explorers. 

5. Spanish ships in a new world. 

6. Rival explorers. 

7. The results of a century's work. 

Fifth Month. (Hall, pages 379-417; and extensive 
readings from supplementary texts recom- 
mended in the Introduction to this Grade, or 
listed as reference books below.) 

VI. Spain and Her Rivals. 

1. Spaniards in America. 

2. Spain and France. 

3. Spain and the Netherlands. 

4. Spain and England. 

5. England in America. 

6. England's rivals in the New World. 

Type Problems and Projects. 

The studies and problems at the ends of chapters 
in the Hall should not be neglected. The teacher should 
foi-mulate other type problems to develop interest in the 
work. The following are specimens: 

Why did kings begin to favor and help the people? 

Why was it that knights gave up the use of armor ? 

Were the explorations of the Northmen important? 

What led other people to explore, and what were 
their motives? 

Why was not the New World named in honor of 
Columbus ? 

Work out the routes of several of the above explorers 
from study of maps, and by construction of maps, using 
outline-maps preferably. 

Interesting incidents of the explorations. 

What countries laid claim to land in North America 
at the close of the Sixteenth Century, and on what did 
they found their claims ? Draw maps of the possessions of 
America of the different countries. 

Natives of America — manner of life — at the period 
of exploration. (Use pictures, museum material, etc.). 

Reference and Collateral Reading List. (See also, 
the Six A Grade List.) 



96 

Much of the collateral reading indicated below should 
be conducted in conjunction with the Literature and Read- 
ing Course of the Grade. Such reading should be chiefly 
for pure enjoyment, and only secondarily for information. 

FOR THE TEACHER, primarily. 

*Adams: Civilization During the Middle Ages, (Charles 
Scribner's Sons). 

"^Cox: The Crusades, (Charles Scribner's Sons). 

Gray: The Children's Crusade, (Houghton Mifflin Co.). 

Hollway: Petrarch, (G. P. Putnam's Sons). 

Willert: Henry of Navarre, (G. P. Putnam's Sons). 

Buchan: Sir Walter Raleigh, (Henry Holt and Co.). 

*Ogg: A Source-Book of Mediaeval History, (American 

Book Co.). 
*Creighton: The Age of Elizabeth, (Charles Scribner's 

Sons) . 

*Cheyney : Industrial and Social History of England, (The 
Macmillan Co.). 

*Herrick : History of Commerce and Industry, (The Mac- 
millan Co.). 

^''Cheyney: European Background of American History, 
(Harper and Brothers). 
Froude: English Seamen in the Sixteenth Century, 
(Charles Scribner's Sons). 

Hale: Spain, (G. P. Putnam's Sons). 

Corbett: Sir Francis Drake, (The Macmillan Co.). 

McCracken: The Rise of the Swiss Republic, (Henry 
Holt and Co.). 

Emerton: Erasmus, (G. P. Putnam's Sons). 

Zimmern: Hansa Towns, (G. P. Putnam's Sons). 

Bacon: Henry Hudson, (G. P. Putnam's Sons). 

Harrison: William the Silent, (The Macmillan Co.). 

Rogers: Holland, (G. P. Putnam's Sons). 
* Johnson: Europe in the Sixteenth Century, (The Mac- 
millan Co.). 

Symonds: The Age of Despots, (Henry Holt and Co.). 

Fiske: Discovery of America, Vol. I, (Houghton Mifflin 

Co.). 
*Hart: Source Book of American History, (The Mac- 
millan Co.). 



97 

^Fairbanks: The Western United States, (D. C. Heath 

and Co.). 
Ober: Hernando Cortez, (Harper and Brothers). 

Parkman: Pioneers of France in the World, (Little, 
Brown and Co.). 

*JBrigham : Geographical Influences in American History, 
(Ginn and Co.). 

*Semple: American History and Geographic Conditions, 

(Houghton Mifflin Co.). 
Beesley: Queen Elizabeth, (The Macmillan Co.). 

*Bird and Starling: Historical Plays for Children, (The 
Macmillan Co.). 

Beazley: Prince Henry the Navigator, (G. P. Putnam's 
Sons) . 

Brooks: Story of Marco Polo, (The Century Co.). 

*D'Alton: A History of Ireland, (Seeley, Bryers and 
Walker) . 

FOR THE PUPIL, primarily. 

^Baldwin: Stories of the King, (American Book Co.). 
^Harding: The Story of Europe, (Scott, Foresman and 

Co.). 
*Best: Western Europe ; Merry England, (The Macmillan 

Co.). 
*Lang: The Story of Robert Bruce, (E. P. Button and 

Co.). 
*Lang: The Story of Joan of Arc, (E. P. Dutton and Co.) . 
*Skinner: Tales and Plays of Robin Hood, (American 

Book Co.). 
Abbott: Henry IV; Queen Elizabeth; Louis XIV, (Har- 
per and Brothers). 
*Tappan: In the Days of Queen Elizabeth, (Lothrop, Lee 

and Shepard Co.). 
Kelley: The Story of Sir Walter Raleigh, (E. P. Dutton 

and Co.). 
*Pitman: Stories of Old France, (American Book Co.). 

*Griffis: Brave Little Holland, (Houghton Mifflin Co.). 

*Dodge: The Land of Pluck, (Holland), (The Century 

Co.). 
Lansing: Page, Esquire, and Knight, (Ginn and Co.). 

*Brooks: Story of Marco Polo, (The Century Co.). 



98 

*Atherton: Adventures of Marco Polo, (Appleton). 
Johnson: The World's Discoverers, (Little, Brown and 

Co.). 
Blaisdell and Ball: The English History Story Book, 
(Little, Brown and Co.). 
*Andrews: Ten Boys, etc., (Ginn and Co.). 

*Winterbum: The Spanish in the Southwest, (American 
Book Co.). 

*Roberts: Indian Stories of the Southwest, (Harr Wag- 
ner Publishing Co.). 

Butterworth: Story of Magellan, (Appleton). 
*Hart: Colonial Children, (The Macmillan Co.). 
Wilson: The Story of the Cid for Young People, (Loth- 
rop, Lee and Shepard Co.). 

Troutback : Stories from Italian History, (London, Mills 
and Boon). 

Underwood: Heroes of Conquest and Empire. The 
Macmillan Co.). 

*Richmond: Mexico and Peru, etc., (Ginn and Co.). 
Hancock: Children of History, — Later Times, (Little, 
Brown and Co.). 

*McMurry: Pioneers on Land and Sea, (The Macmillan 
Co.). 

*Lummis: The Spanish Pioneers, (A. C. McClurg and 
Co.). 

*Stapley: Christopher Columbus, (The Macmillan Co.). 
Johnson : French Pathfinders in America ; Pioneer Span- 
iards in North America, (Little, Brown and Co.). 

* South worth: Builders of Our Country, Book I, (Apple- 
ton). 

King: De Soto and His Men, (The Macmillan Co.). 
*Dickson: Camp and Trail in Early American History, 
(The Macmillan Co.). 

LITERATURE READINGS. 

Literature Readers, (State Series), Sixth Year, pages 
110-12 ; 119-20 ; 279-85 ; 338-48 ; 353-58 and 359-60. 

Literature Readers, (State Series) , Seventh Year, pages 
184-89; and 363-67. 

Macaulay: The Battle of Ivry; the Armada. 

Longfellow: The Skeleton in Armor. 



99 

Joaquin Miller: Columbus. 
Tennyson: The Revenge: A Ballad of the Fleet. 
Scott: Ivanhoe; The Talisman; Quentin Durward; 
Kenil worth. 

Cervantes: Don Quixote, edited by Baldwin, (Ameri- 
can Book Co.). 

Stevenson: The Black Arrow. 

Conan Doyle : The White Company ; Sir Nigel. 

Porter: Scottish Chiefs. 

Converse : Long Will, (Peasants' Revolt in England) . 

Munroe: White Conquerors of Mexico. 

Henty : Under Drake's Flag. 

Pyle: Men of Iron. 

Wallace: The Fair God. 

Kingsley: Westward Ho! 

Mark Twain: The Prince and the Pauper. 

Arabian Nights, edited by Clarke, (American Book Co.) ; 

or by Eliot, (Houghton Mifflin Co.). 
* Greenlaw: Builders of Democracy, (Scott, Foresman 

and Co.) (A patriotic Reader). 

CURRENT EVENTS. 
See the General Introduction to this Course. 

CIVICS. 
GRADE VI B. 

Time allotment: One hundred forty minutes per 
week for Civics and History, including Current Events. 

Guide Topic : Elements of Civic Welfare. 

Introduction. 

The suggestions introducing the Six A Grade Civics 
Course are, in the main, equally applicable to the work of 
the Six B Grade. 

All normal children are interested, at this age, in 
their opportunities for education, and in their vocational 
outlook. The Course in Civics should meet their wants, 
and give them a preliminary insight into these vital 
matters, 

This preliminary study of vocations should aim "not 



100 

merely to help the pupil to choose his vocation intelli- 
gently, when tne time comes to make such choice; but it 
should be so taught as to make it perfectly clear to the 
pupil that each citizen in his choice of vocation, in his 
preparation for it, and especially in the way he conducts 
himself after he has entered upon it, shows the quality 
of his citizenship. This study should also give the pupil 
a respect for and an appreciation of many vocations and 
should thus develop a better understanding between citi- 
zens of diverse callings, including a better understanding 
between capital and labor". 

Outline of Work. 

I. A study of the following topics : 

1. Education. 

(Join with the study of this topic in the Five A Grade 
Course; also, see the outline for it in the General Intro- 
duction to Civics under the title *Type-lessons"). 

Such sub-topics as, the modern school, (in compari- 
son and contrast with the ancient school) ; kinds of 
schools ; support of free public schools ; their value to the 
individual and to the community ; their relation to the 
pupil and his relation to them ; state laws on attendance ; 
punctuality, tardiness, and studious habits. 

(The teacher should make this a practical, live issue, 
especially as proving to the youth, at this age, the desira- 
bility of remaining in school. The value in money and 
opportunity of a good public school education should be 
pointed out, and the interest of pupils, parents, and gen- 
eral public be stimulated in the school and community as 
cooperating agencies for the good of all.) 

Topic reference: An excellent presentation of this 
topic, easily adaptable to Six B Grade use, may be found 
in U. S. Bulletin, 1915, No. 23, pages 28-31. 

2. Commerce and Industries of the Community. 

(This topic presupposes complete familiarity with 
the treatment of it in the Four B Grade Course). 

Production and distribution of wealth. 

How school children are influenced by commerce and 
industry; how these elements make for better schools; 
what employment commerce and industries offer; why 
the schools should be interested in their success. 

Age and Labor Certificates. 



101 

Extent and value of industrial training in the schools. 
Choice of occupation. 

Topic references: 

Lesson C-25 of ''Lessons in Community and National 
Life", Series C,— see the Five B Grade Civics Course for 
reference,— entitled "A seaport as a center of concentra- 
tion of population and wealth". (This "Lesson" furnishes 
valuable problem material and available references). 

U. S. Bulletin, 1915, No. 23, pages 33-37, entitled 
''Wealth", also will be found of value. 

II. Civic virtues, to be dwelt upon that they may 
grow into habits : 

Patriotism. 
Courage. 
Judgment. 
Chivalry. 
Self -Control. 
(See the Five A Grade Course.) 

Type Lesson on Civic Virtues (to illustrate the close rela- 
tionship to the History Course). 

Topic : The Ideals of Chivalry. 

Courage, courtesy, and kindness — their civic mean- 
ing ; readings and dramatization illustrative of these quali- 
ties among the mediaeval knights. Principles actuating 
the lives of heroes of other days to serve as examples to 
guide the youth of to-day in home, classroom and play- 
ground conduct. 

Stories of modern chivalry, as of Livingstone and 
Stanley in Africa; Grenfell in Labrador; Amundsen in 
the Northwest Passage and at the South Pole; Scott in 
the Antarctic ; selected stories of the great World War. 

Topic references: Home, "David Livingstone", (The 
Macmillan Co.) ; Stanley, "How I Found Livingstone", 
(Chas. Scribner's Sons) ; Grenfell, "Labrador", (The 
Macmillan Co.) ; Scott, "Voyage of the Discovery", (Chas. 
Scribner's Sons) ; Amundsen, "Expedition to the South 
Pole". 

Illustrative Projects or Problems on the topic "The Ideals 
of Chivalry". 

Dramatize the signing of the Magna Charta. 
How did chivalry improve the status of woman? 



102 

Examples of the courage, courtesy, and kindness of 
the knight. 

Influence of monasteries ; of pilgrimages. 

III. Civic activities to be encouraged as developing 
a vital interest in community welfare: 

Earning of money, and spending of it carefully and 
wisely, — by the individual for himself, or to assist his 
parents, or in school and community projects; by the 
community, through reasonable taxation, and well-con- 
sidered expenditures for civic betterment, as school build- 
ings, playgrounds, equipment, etc. 

Thrift stamps; school savings bank deposits. 

Home and school gardens. 

Visits to commercial establishments and factories; 
and to the harbor front, shipyards, etc. 

Scrap book collections. 

Programs for holidays and special occasions. 
Flag drills and salute. 

'The American's Creed", (William Tyler Page) . (See 
the Five A Grade Civics Course.) 

REFERENCES FOR THE TEACHER. 

*Dunn: The Community and the Citizen, Chapter XV 

(States Series). 
*Turkington: My Country, Chapters VII, VIII and XVI, 

(Ginn and Co.). 
*Graves: A Student's History of Education, Chapters 

II and III, (The Macmillan Co.). 
Bennion: Citizenship, Part I, Chapters I, XVIII, and 

Part II, Chapters V and VIII, (World Book Co.). 
Cabot and Others : A Course in Citizenship and Patriot- 
ism, revised edition, (Houghton Mifflin Co.). 
* Ashley : The New Civics, Part I, Chapter II, and Part III, 

Chapters XIV and XV, (The Macmillan Co.). 
*Guitteau: Government and Politics in the United States, 

Part II, Chapter XVI, (Houghton Mifflin Co.). 
Magruder: American Government, Chapter XXVIII, 

(Allyn and Bacon). 
*Gillette: Vocational Education, (American Book Co.) . 
*Gowin and Wheatley: Occupations, (Ginn and Co.). 
Giles: Vocational Civics, (The Macmillan Co.). 



103 

*Brewer: The Vocational Guidance Movement, (The 

Macmillan Co.). 
* Leake: The Vocational Education of Girls and Women, 

(The Macmillan Co.). 

Smiles: Self Help, (American Book Co.). 

Marden: Pushing to the Front, (Success Co.). 

Marden: Success, (Success Co.). 

*Towne: Social Problems, (The Macmillan Co.). 

*Fisher: Resources and Industries of the United States, 
(Ginn and Co.). 

Reports and other publications of commercial and indus- 
trial organizations. 

California Blue Bulletin, Supplement, September 1916, 
(State Board of Education). 

*Peters: Human Conduct, especially Chapters XXIII, 

XXIV, and XXVI, (The Macmillan Co.). 
*Cabot: Ethics for Children, (Houghton Mifflin Co.). 

*Sneath and Hodges: Moral Training in the School and 
Home, (The Macmillan Co.). 

"^Thayer: Ethics of Success, Book Three, (Silver, Bur- 

dett and Co.). 
Hyde: Practical Ethics, (Henry Holt and Co.). 
Wilson: Talks to Young People on Ethics, (Charles 

Scribner's Sons). 

(See, also, the Reference List for the Six A Grade). 

CURRENT EVENTS. 
Refer to the General Introduction to this Course. 

HISTORY. -" 

GRADE VII A, 

Time allotment: One hundred eighty minutes per 
week for History and Civics, including Current Events. 

Guide Topics: The Colonization of America. The Begin- 
nings of Democratic Government. 

Introduction. 

(The suggestions ensuing are applicable alike to the 
Seventh and Eighth Years) . 

On the foundation built in the earlier Grades, pupils 
should now be ready for a much more definite and detailed 
study of American history in its causal relationships. 



104 

At the outset a systematic and thorough review 
should be held of the major topics, or problems, studied 
in the Six A Grade Course, particularly those of the 
rights and privileges gained by the English people in 
England, and of other typical conditions in England which 
influence(l the settlement of America, and led the colonies 
later to take steps toward self-government. 

This should be reinforced by a study of character- 
istic movements, (such as emigration from Europe — its 
causes, ways and means, and results in settlement), in 
which study, the sections on industrial and social history 
should be emphasized. 

Lessons are to be assigned by large topics. While 
reviews and the daily recitations are to be based on 
topical outlines, it is to be specially noted that the general 
discussions of problems and movements growing out of 
such outlines must be so handled that definite conclusions 
are reached. On the whole, brief statements are to be 
preferred to long accounts. (See the General Introduc- 
tion for fuller treatment of this subject). 

A few dates of real historical significance may be 
memorized by the pupils to serve as guide posts; but 
memorizing the text-book is not compatible with the 
topical method of presentation. (See the General Intro- 
duction for fuller treatment of this subject). 

The teacher will vitalize the recitations by connecting 
the topics constantly with present-day problems and cir- 
cumstances. *'Our great difficulty has been that we have 
not helped the child to make a direct connection between 
the past history facts which he studies and his present 
life". (Kendall). 

Good wall-maps, outline-maps and charts, for the 
purpose of establishing geographical relationships, have 
a distinct value. Reference readings, pictures, museum 
material, magazine articles, newspaper clippings, and 
dran^atizations, are effective aids. The Civics Course of 
the Grade and Current Events go hand in hand with the 
History Course. 

The scope of the Course is indicated by McMaster's 
"Brief History of the United States", Chapters IV-XII, 
Chapter VIII, (for reading) , and Chapter IX, (for review) . 

Valuable parallel texts to use are: Thwaites and 
Kendall's "A History of the United States", Chapters VI- 



105 

XIII, (Houghton Mifflin Co.) ; Beard and Bagley's "The 
History of the American People", Chapters HI- VII, (The 
Macmillan Co.) ; Hart's "School History of the United 
States", Chapters HI- VIII, (American Book Co.) ; and 
Bourne and Benton's "History of the United States", 
Chapters IV-XV, (D. C. Heath and Co.). 

These texts supply valuable problem-material and 
references at the ends of chapters. 

Outline of Work. 

I. A review of European influences that affected 
early American life, particularly of political and social 
ideals shown in the stages of the "Struggle for English 
Liberty". (Connect with the treatment of this topic in 
the Six A Grade History Course). 

Topic reference: Harding's "The Story of England", 
(Scott, Foresman and Co.). 

First Problem. 

What rights and privileges did the colonists origi- 
nally bring from England ? 

Sub-topics. 
Language. 
Ideas and customs. 
Governmental institutions, such as, 

Trial by jury. 

Forms of village, town, and county government. 

Second Problem. 

How had these rights and privileges been acquired? 

Sub-topics. 

William the Conqueror's Charter. 

The Charter of Henry I. 

Magna Charta, (1215). 

The First Representative Parliament, (1266), and 

the Model Parhament, (1295). 
The Petition of Rights, (1628). 
The Habeas Coi-pus Act, (1679). 
The Bill of Rights, (1689). 

(Show the relationship between these landmarks of 
English constitutional liberty, and the histoiy of the 



106 

English colonists, in order to impart a true understanding 
of the motives of Englishmen in leaving England) . 

II. The Founding of the English Colonies in America. 

1. A detailed study of the settlement of the 

following five colonies, as types: 

Virginia ; Massachusetts, (including 
Plymouth); Maryland; New York; 
Pennsylvania. 

2. A brief study of the settlement of the other 

eight original colonies. 

III. Local and provincial government in the Colon- 

ies, (briefly). 

IV. First steps toward self-government in the 

Colonies. 

1. The first Colonial Assembly in Virginia, 

(1619). 

2. The Mayflower Compact, (1620). 

3. The New England Confederation, (1643). 

4. The Albany Convention, (1754). 

V. The Intercolonial Wars, (briefly). 

1. Comparison and contrast between the Eng- 

lish Colonies and the Spanish Colonies; 
and the English and the French Colonies. 

2. Causes of the wars. 

a. England and Spain, (The Armada). 

b. England and Holland, (Capture of New 

Netherlands) . 

c. England and France, (Louis XIV; Marl- 

borough) . 

d. Governmental changes in England, (Rise 
of the Cabinet System ; George III) . 
(Connect with European history for background). 
Topic reference: Harding's 'The Story of England", 
pages 197-200, 236-39, 260-65, 268-69, and 274-86. 

3. Effect of these wars on the future of the 

colonists in America. 

VI. Life in the Colonies. 

Topic reference : Sparks' "Expansion of the American 
People", Chapters IV and V, (Scott, Foresman and Co.). 



107 

(There is a helpful outline for review of the "Periods 
of Exploration, Settlement and Colonization'' in Beard 
and Bagley, pages 96-8). 

Reference and Collateral Reading List. 

(Refer to the Six B Grade List). 

Much of the collateral reading indicated below may 
well be conducted in conjunction with the Literature and 
Reading Course of the Grade. Such reading should be 
chiefly for pure enjoyment, and only secondarily for infor- 
mation. 

FOR THE TEACHER, primarily. 

Coffin: Old Times in the Colonies, (Harper and 
Brothers). 

Elson: History of the United States, (The Macmillan 
Co.). 

*Hart: American History Told by Contemporaries, Vol. 
I, (The Macmillan Co.). 

*01d South Leaflets: (Old South Work, Boston). 

Bourne: Spain in America, (Harper and Brothers). 

*Becker: Beginnings of the American People, (Hough- 
ton Mifflin Co.). 

*Eggleston: Our First Century, (American Book Co.). 
*Fisher: The Colonial Era, (Charles Scribner's Sons). 
Griffis: The Puritans in Their Three Homes, (Hough- 
ton Mifflin Co.). 
*Eggleston: The Beginners of a Nation, (Appleton). 

Drake: The Making of Virginia and the Middle Colo- 
nies, (Charles Scribner's Sons). 

*Fiske: The Beginnings of New England; Old Virginia 
and Her Neighbors; Dutch and Quaker Colonies, 
(Houghton Mifflin Co.). 
*Fisher: The True William Penn; The True Benjamin 

Franklin, (J. B. Lippincott Co.). 
Buell: William Penn, (Appleton). 
Jenks: When America Was New, (Thomas Y. Crowell 

Co.). 
Thwaites : France in America, (Harper and Brothers) . 
*Thwaites: The Colonies, (Longmans, Green and Co.). 
Earle : Child Life in Colonial Days, (Charles Scribner's 
Sons) . 



108 

Williams: Pennsylvania, (Houghton Mifflin Co.) . 
Tyler: England in America, (Harper and Brothers). 
Beer: British Colonial Policy, (The Macmillan Co.). 
Hassall: Louis XIV, (G. P. Putnam's Sons). 
Parkman: Struggle for a Continent; Montcalm and 
Wolfe, (Little, Brown and Co.). 

*Sparks: Expansion of the American People, (Scott, 
Foresman and Co.). 

*Semple: American History and Its Geographic Condi- 
tions, (Houghton Mifflin Co.). 

*Brigham: Geographical Influences in American His- 
tory, (Ginn and Co.). 

*Hart: Source Book of American History, (The Mac- 
millan Co.). 

Page: The Old South, (Charles Scribner's Sons). 

Andrews: Colonial Self-Government, (Harper and 

Brothers) . 
Wharton: Colonial Days and Dames, (J. B. Lippincott 

and Co.). 
*Hinsdale: The Old Northwest, (Silver, Burdett and 

Co.). 
Greene: Provincial America, (Harper and Brothers). 
Howard : Preliminaries of the Revolution, (Harper and 

Brothers) . 

*Sloan: The French War and the Revolution, (Charles 

Scribner's Sons). 
*Morse: Benjamin Franklin, (Houghton Mifflin Co.). 

*Wilson: George Washington, (Harper and Brothers). 

*Hosmer: Samuel Adams, (Houghton Mifflin Co.). 

*Macdonald : Select Charters and other Documents, (The 
Macmillan Co.). 

*Preston: Documents Illustrative of American History, 
(G. P. Putnam's Sons). 

FOR THE PUPIL, primarily. 

*Stone and Fickett: Days and Deeds of a Hundred Years 

Ago, (D. C. Heath and Co.). 
Usher: The Pilgrims and Their History, (The Mac- 
millan Co.) . 

*South worth: Builders of Our Country, Book I, (Apple- 
ton) . 



109 

*Haaren and Poland: Famous Men of Modern Times, 
(American Book Co.). 

*Hart: Colonial Children, (The Macmillan Co.). 

*Guerber: Story of the Thirteen Colonies, (American 
Book Co.). 

*Johnson: Captain John Smith, (The Macmillan Co.). 
*Hasbrouck: Boys' Parkman, (Little, Brown and Co.). 
*Price: Lads and Lassies of Other Days, (Silver, Bur- 
dett and Co.). 

*Moore-Tiff any : Pilgrims and Puritans, (Ginn and Co.). 

Brooks : Stories of the Old Bay State, (American Book 
Co.). 

*Pratt: America's Story for America's Children, Book 
V, (D. C. Heath and Co.). 

*Baldwin: Discovery of the Old Northwest, (American 
Book Co.). 

*McMurry : Pioneers of the Mississippi Valley, (The Mac- 
millan Co.). 

*Mowry: American Inventions and Inventors, (Silver, 
Burdett and Co.). 

*Cooke: Stories of the Old Dominion, (American Book 
Co.). 

Walton and Brumbaugh: Stories of Pennsylvania, 
(American Book Co.). 

Holland: William Penn, (The Macmillan Co.). 
Hodges: William Penn. (Houghton Mifflin Co.). 
Stockton: Stories of New Jersey, (American Book Co.) . 
*Dickson: Pioneers and Patriots, (The Macmillan Co.). 
McElroy: Work and Play in Colonial Days, (The Mac- 
millan Co.). 
Bradley: General James Wolfe, (The Macmillan Co.). 
*Elson: Side Lights on American History, (The Mac- 
millan Co.). 
'^Gordy: American Leaders and Heroes, (Charles Scrib- 
ner's Sons). 

LITERATURE READINGS. 

Literature Readers, (State Series), Sixth Year, pages 

207-73. 
Literature Readers, (State Series), Seventh Year, pages 

167-68, and 207-93. 



110 

Hemans: The Landing of the Pilgrim Fathers in New 

England. 
Pierpont: The Pilgrim Fathers. 
O'Reilly: The Pilgrim Fathers; Plymouth Rock. 

Longfellow: Sir Humphrey Gilbert; The Courtship of 
Miles Standish; Giles Corey; Evangeline. 

Wordsworth: The Pilgrim Fathers. 

Whittier: The Mayflower; Mabel Martin. 

Holmes: The Pilgrim's Vision. 

Lowell: An Interview with Miles Standish. 

Hawthorne: Grandfather's Chair; The Gentle Boy; 
and Biographical Stories. 

Orne: Elder Faunce at Plymouth Rock. 

Butterworth: The Thanksgiving in Boston Harbor. 

Austin: Betty Alden; David Alden's Daughter; Stan- 
dish of Standish. 

Munroe: The Flamingo Feather. 

Johnston: Prisoners of Hope; To Have and to Hold; 
Audrey. 

Cooke: My Lady Pokahontas. 

Thackeray: The Virginians. 

Caruthers: Cavaliers of Virginia. 

Coffin: Old Times in the Colonies. 

Henty : With Wolfe in Canada. 

Leslie: Saxby, (Pilgrims and Puritans). 

Bennett: Barnaby Lee, (New York and Maryland). 

Brooks: In Leisler's Time. 

Catherwood: Heroes of the Middle West. 

Kennedy: Rob of the Bowl, (Maryland). 

Stockton: Buccaneers and Pirates. 

Franklin : Autobiography. 

Robinson: Little Puritan's First Christmas. 

Cooper : Last of the Mohicans ; The Pathfinder. 

Craddock: Old Fort Loudon, (Tennessee). 

Seawell: Virginia Cavalier. 
*Greenlaw: Builders of Democracy, (Scott, Foresman 

and Co.). (A patriotic Reader.) 
*Long: Patriotic Prose, (D. C. Heath and Co.). 

Bemis, Holtz and Smith : The Patriotic Reader, (Hough- 
ton Mifflin Co.). 



Ill 

♦Matthews: Poems of American Patriotism, (Charles 
Scribner's Sons). 

Humphrey: Poetic New World, (Henry Holt and Co.). 
Stevenson: Poems of American History, (Houghton 
Mifflin Co.). 

CURRENT EVENTS. 
Refer to the General Introduction to this Course. 

CIVICS. 
GRADE VII A. 

Time allotment: One hundred eighty minutes per 
week for Civics and History, including Current Events. 

Guide Topic: Elements of Civic Welfare. 
Introduction. 

Gradually, the Course merges into a study of govern- 
ment as the supreme agency of civic welfare. "The pur- 
pose is to emphasize the necessity for government, with 
ample illustrations of how the people may use it to satisfy 
their interests, with which the children have by this time 
become familiar, rather than to give a great deal of infor- 
mation about the organization of government", (United 
States Bureau of Education Bulletin, 1915, No. 17). 

The youth is to be taught to understand that "in a 
land where people are free and have equal opportunities, 
he must develop to the highest degree self-mastery and 
the powers of work and service. In order to gain self- 
mastery, he must learn to exercise in every relation self- 
control, self -direction and self -appraisal". (Detroit Course 
in "The Teaching of Patriotism"). 

Many pupils lack spontaneous initiative. They are 
willing to be taught, but not willing to enter into the 
teaching process as active participants. This they must 
be encouraged to do, for the ability to meet new situa- 
tions, and to solve new problems, comes only through hav- 
ing successfully faced the necessary experiences. To help 
these pupils to acquire habits of independent thinking, 
and to become strong and self-reliant, the teacher should 
first cause them to formulate questions which will bring 
out the pertinent parts of topics under consideration. In 
time and under com^petent guidance, the questions will 
come to be thoughtful and stimulating. The teacher's 



112 

further function is to see that the points are discussed 
freely, though always in such fashion as to arrive at defi- 
nite conclusions. 

To maintain interest the teacher should frequently 
vary the methods of presenting the material. A few tried 
methods are : guiding the pupils in outlining the topics on 
the blackboard or on paper, in writing essays and com- 
positions, in asking questions of each other for oral an- 
swer, in criticism, discussion, reviews, and dramatization. 

Outline of Work. 

I. Studies of the following elements of Civic wel- 
fare : 

1. Protection of life and property. (Join closely 

to the Five A Grade Course) . 

a. Police protection. 

b. Fire prevention and protection. 

c. Sanitation; garbage disposal; the fly; 

waste paper. 

d. The courts ; how law is democratic. 

2. Charities and corrections. 
Topic references: 

'The topic, "Protection of Life and Property", is well 
presented in U. S. Bulletin, 1915, No. 23, pages 24-26. 

For the topic ''Sanitation", Lesson C-19, entitled 
"How the city cares for health" in "Lessons in Commun- 
ity and National Life", Series C, is of value. (See the 
Five B Grade Civics Course for reference) . 

The topic "Courts" is well presented in the above 
"Lessons" in Lessons C-17, under the title, "Custom as a 
basis for law", and C-18, under the title, "Cooperation 
through law"; "Charities and Corrections", in Lesson 
C-26, under the title, "Charity in the community", and, 
also, in U. S. Bulletin, 1915, No. 23, pages 42-48. 

3. Thrift. (Join closely to the Course of the 

earlier Grades). 

The topic "Thrift" has been strongly emphasized 
throughout the Course. A nation possessed of the ideals 
and trained to the practice of economy or thrift, (which, 
truly interpreted, means saving not for purposes of hoard- 
ing but for wise, productive expenditure) is a prosperous 
and enduring nation. Thrift must supersede waste and 
improvidence among our people, if our nation is to retain 
strength and vigor. 

"Every boy and every girl should early be taught 



113 

the. dignity of labor, the necessity for earning, and of 
saving a little regularly from the earnings. Proper thrift 
instruction should clearly demonstrate that these savings 
are not made with any selfish purpose as the animating 
motive, but that the boy or girl may now, and later 
as man or woman, be better able to serve his fellows and 
himself." "Out of the spirit of our patriotism in our war 
savings, let us coin a new term — the patriotism of peace 
savings". (Proceedings of the Committee on Thrift 
Education, National Council of Education, N. E. A., Julv 
1918). 

a. A study of conservation of food — how to 

use ''left-overs" ; what constitutes a balanced 
ration ; how to choose food substitutes ; over- 
eating and under-nourishment ; how to plan 
and prepare a meal; elimination of waste in 
preparing of food, as in paring, measuring, 
etc.; care in the use of gas, matches, clean- 
ing powders, etc. 

Topic reference : Lesson B-7, "An intelligently selected 
diet", in "Lessons in Community and National Life", 
Series B. 

b. A study of thrift in the use of time; in the 

proper employment of the leisure hour, in 
concentration of effort, husbanding of energy, 
and employment of reserve forces. (Cor- 
relate closely with the Courses in Arithme- 
tic, Domestic Science, Household Arts, 
Manual Training, Hygiene, etc.) 

c. A study of war-savings — in food, fats, oils, 

fruit-pits, etc. — as typifying the spirit of 
thrift that contributed to the winning of 
the war, and that should now be turned to 
account in the period of reconstruction. 

n. Typical history topics to be closely associated 
with Civics studies: Virginia Colonial Assembly; May- 
flower Compact; free schools; New England town meet- 
ings; New England Confederation; taxation; Albany 
Plan of Union. 

HI. A study of industrial conditions in colonial 
times. 

Topic references: Lesson C-2 in "Lessons in Com- 
munity and. National Life", Series C, entitled "Spinning 
and dyeing linen in colonial times"; and Lesson B-2, 



114 

"The varied occupations of a colonial farm", Series B. 

IV. Civic virtues to be dwelt upon that they may 
grow into habits: 

Patriotism. 
Honesty. 
Thrift. 
Initiative. 
Cooperation. 
(See the Five A Grade Civics Course.) 
Striking examples of these virtues abound in the 
lives of great Americans studied in the History Course 
of this Grade. 

V. Civic activities to be encouraged as developing 
a vital interest in community welfare: 

Visits to colonial exhibits in the Golden Gate Park 
Museum; oral and written reports on observations. 

Excursions .to investigate at first-hand and report 
upon : the condition of city streets and roads ; the observ- 
ance of pure-food laws by markets and stores ; the regu- 
lations pertaining to weights and measures, and their 
observance and enforcement; the regulations of the 
United States Food Administration, and their observance 
and enforcement. 

Thrift savings stamps ; school savings bank deposits ; 
campaigns for salvage and collection of waste materials. 

Home and school gardens. 

Organized athletics — cooperative team-play. 

Boy Scouts. Camp Fire Girls. 

Scrap book collections. 

Posters, such as food placards. Food conservation 
exhibits and demonstrations. 

Junior Civic League, (Reference: Hill's "The Teach- 
ing of Civics")- 

Four-minute speeches. Programs for holidays and 
special occasions. 

Circulating of nominating petitions and balloting for 
officials, both in school clubs and societies, and for public 
positions, using as far as practicable materials and pro- 
cedure of regular elections. 

Studies of and reports on various local ordinances 
that illustrate how the city conducts its business. 



115 

Flag drills and salute. 

'The American's Creed", (William Tyler Page) . (See 
the Five A Grade Civics Course.) 

REFERENCES FOR THE TEACHER. 

Chamberlain and Chamberlain: Thrift and Conserva- 
tion, (J. B. Lippincott Co.). 

Smiles: Thrift, (Harper and Brothers). 

Harden: Thrift, (Thomas Y. Crowell and Co.). 
*Pritchard and Turkington : Stories of Thrift for Young 
Americans, (Charles Scribner's Sons). 

*Turkington: My Country, Chapters XVH and XVHI, 
(Ginn and Co.). 

*Farmer and Huntington: Food Problems, (Ginn and Co.). 
*Dunn: The Community and the Citizen, Chapters IX, 

Xm, and XVHI, (State Series). 
*Jewett: Town and City, (Ginn and Co.). 

*0'Shea and Kellogg: Health and Cleanliness, (The Mac- 
millan Co.). 

Boynton: School Civics, revised edition, Chapters HI, 
IV, XX, and XXI, (Ginn and Co.). 

Cabot and Others: A Course in Citizenship and Patrio- 
tism, revised edition, (Houghton Mifflin Co.). 
* Ashley : The New Civics, Chapter XIV, (The Macmillan 
Co.). 

*Guitteau: Government and Politics in the United States, 
Chapter XVIII, (Houghton Mifflin Co.). 

*Hill: The Teaching of Civics, (Houghton Mifflin Co.). 

*Towne: Social Problems, (The Macmillan Co.). 

*Burch and Patterson: American Social Problems, (The 

Macmillan Co.). 
Ellwood : Sociology, and Modern Social Problems, (Amer- 
ican Book Co.). 
Leavitt and Brown: Elementary Social Science, (The 

Macmillan Co.). 
California Blue Bulletin, Supplement, September 1916, 
(State Board of Education). 

*Cabot: Ethics for Children, (Houghton Mifflin Co.). 

*Sneath and Hodges: Moral Training in the School and 
Home, (The Macmillan Co.). 

^Baldwin: An American Book of Golden Deeds, (Amer- 
ican Book Co.). 



116 

Rugh: Moral Training in the Public Schools, (Ginn and 
Co.). 

*Thayer: Ethics of Success, Book Three, (Silver, Burdett 
and Co.). 

*Peters: Human Conduct, especially Chapters XVII, 
XVIII, and XXI, (The Macmillan Co.). 

^Municipal Reports and other publications. Reports of 
voluntary civic, benevolent, and philanthropic organ- 
izations. 

*Greene: America First, (Charles Scribner's Sons). (A 
patriotic Reader.) 

*Greenlaw: Builders of Democracy, (Scott, Foresman 
and Co.) (A patriotic Reader.) 

*Long: Patriotic Prose, (D. C. Heath and Co.). 

*Gathany : American Patriotism in Prose and Verse, (The 
Macmillan Co.). 

Bemis, Holtz and Smith : The Patriotic Reader, (Hough- 
ton Mifflin Co.). 

(See, also, the Reference Lists of the Six A and B 
^Grades.) 

CURRENT EVENTS. 

Refer to the General Introduction to this Course. 

HISTORY. 

GRADE VII B. 

Time allotment: One hundred eighty minutes per 
week for History and Civics, including Current Events. 

Guide Topic: The Struggle for "The Rights of 
Englishmen". 

Introduction. 

(Read carefully the Introduction to the Seven A 
Grade History Course.) 

The scope of the Course is indicated by: McMaster's 
"Brief History", pages 147-249 ; Beard and Bagley's, "The 
History of the American People", pages 119-95, (The 
Macmillan Co.) ; Thwaites and Kendall's "A History of the 
United States", pages 135-230, (Houghton Mifflin Co.) ; 
Hart's "School History of the United States", pages 120- 
90, (American Book Co.) ; Bourne and Benton's "History 
of the United States", pages 164-250, (D. C. Heath and 



117 

Co.) ; and Benezet's 'The World War and What Was 
Behind It", (for related study of European history), pages 
101-36, (Scott, Foresman and Co.). 

Outline of Work. 

I. A brief review of the topic, "The Struggle for 
English Liberty", referring to the same topic in the His- 
tory Course of (trades Six A and Seven A, and supple- 
menting the earlier study by developing the political rela- 
tionship between the British Empire and the Colonies. 

Topic references: Harding's "The Story of Eng- 
land", Chapters XHI and XIV, and pages 250-51, (Scott, 
Foresman and Co.) ; Ashley's "Modern European Civiliza- 
tion", pages 3-5, 35, and 42-48, (The Macmillan Co.). 

II. The Separation from the Mother Country. 

1. Causes of the War of Independence — appar- 

ent and real. 

2. Defenders of the American cause, (Harding, 

as above, pages 284-90). 

a. In America: Samuel Adams; Patrick 

Henry. 

b. In England: William Pitt (Lord Chat- 

ham) ; Edmund Burke. 

3. Attitude of King George III. 

4. Lexington and Concord; Bunker Hill. 

5. The Declaration of Independence. 

6. Burgoyne's invasion, — Saratoga. • 

7. Valley Forge, and the plot against Wash- 

ington. 

8. Financial difficulties,— Robert Morris. 

9. Aid from France,— Lafayette ; Rochambeau. 

10. Arnold's treason. 

11. Great American patriots. 

a. George Washington. 

b. Benjamin Franklin. 

c. John Adams. 

d. George Rogers Clark. 

e. Thomas Jefferson. 

f. Alexander Hamilton. 

g. Daniel Boone. 

12. The American Navy,— John Paul Jones. 

13. The War in the South, and the surrender of 

Cornwallis. 

14. The treaty of peace. 



118 

15. Effects of the war. 

a. Upon the United States. 

b. Upon the world at large. 

16. Original territory of the United States, 

Topic reference: Sparks' 'The Expansion 
of the American People", Chapter VII. 

III. The Critical Period, and the early National Era. 

1. A brief review of the topic, "Steps toward 

Self-Government in the Colonies'' given 
in the Seven A Grade Course, supplement- 
ing the earlier study by including the fol- 
lowing headings: 

a. The Stamp Act of Congress, (1765). 

b. Committees of Correspondence, (1774- 

75). 

c. The First Continental Congress, (1774). 

d. The Second Continental Congress, 

(1775). 

e. The Declaration of Independence, 

(1776). 

f. New state governments, (1776-81). 

g. The Articles of Confederation, (1781). 

2. The need for a stronger government. 

a. Defects of the Articles of Confedera- 

tion. 

b. Disputes over commerce among the new 

states. 

c. Financial difficulties among them. 

d. Controversies over boundaries; western 

lands; Ordinance of 1787. 
Topic reference: Sparks', "The Expan- 
sion of the American People", Chap- 
ters VII, X, and XI. 

e. Efforts to achieve a "more perfect 

union". 

3. The making of the Constitution. (Connect 

closely with the Civics Course of this 
Grade.) 

a. Calling of the Constitutional Convention 

of 1787. 

b. Leading delegates. 

c. Debates in the Convention. 

d. Compromises of the Constitution. 

e. Adoption of the Constitution by the 

delegates. 



119 

f. The Pream]:>le. 

g. The instrument as ''The Supreme Law 

of the Land". 

h. Other chief provisions of the Constitu- 
tion. 

i. Ratification by the States. 

4. Organization of the new repubhc. 

a. State of the country in 1789. 

b. Estabhshment of the government under 

the Constitution. 

1. Election and inauguration of Wash- 

ington as President. 

2. The Capital of the United States. 

3. Washington's cabinet. 

4. Beginnings of political parties^ 

Federalists and Anti-Federal- 
ists; leaders. 

5. Hamilton's financial measures. 

6. The judiciary. 

7. Foreign relations. (Connect with 

European history — beginnings 
of the French Revolution; rise 
of Napoleon; Napoleonic Wars. 
Topic reference: Benezet, pages 
104-26; the maps in this book 
are particularly good.) 

5. State of the country, 1789-1805. 

a. Industry and commerce. 

b. Home and community life. 

c. Education. 

d. Literature. 

(An excellent outline for review of the ''Struggle 
for Independence and the Founding of the New Nation" 
is given in Beard and Bagley, pages 177-81). 

REFERENCE AND COLLATERAL READING LIST. 
(See, also, the List for the Seven A Grade Course.) 
Much of the collateral reading indicated below may 
well be conducted in conjunction with the Literature and 
Reading Course of the Grade. Such reading should be 
chiefly for pleasure, and only secondarily for profit in 
classroom exercise. 

FOR THE TEACHER, primarily. 
*Hart: American History Told by Contemporaries, Vol. 
II, (The Macmillan Co.). 



120 

*01d South Leaflets, (Old South Work, Boston). 

Hosmer: Samuel Adams, (Houghton Mifflin Co.). 
*Ford: The Many-sided Franklin, (The Century Co.). 

Morse: Benjamin Franklin, (Houghton Mifflin Co.). 

Howard: Preliminaries of the Revolution, (Harper and 
Brothers) . 

Fiske: The American Revolution, (Houghton Mifflin Co.). 

Powers: America and Britain, (The Macmillan Co.). 

Perkins : France in the American Revolution, (Houghton 

Mifflin Co.). 
Elson: History of the United States, (The Macmillan 

Co.). 
*Fisher : The Colonial Era, (Charles Scribner's Sons) . 
* Sloan: The French War and the Revolution, (Charles 

Scribner's Sons). 
Tyler: Patrick Henry, (Houghton Mifflin Co.). 
Wilson: George Washington, (Harper and Brothers). 

*Ford: The True George Washington, (J. B. Lippincott 

Co.). 
Seelye : The Story of Washington, ( Appleton) . 

Buell: Paul Jones, Founder of the American Navy, 
(Charles Scribner's Sons). 

*Curtis: The True Thomas Jefferson, (J. B. Lippincott 

Co.). 
Morse: Thomas Jefferson, (Houghton Mifflin Co.). 
Sumner: Robert Morris, (Houghton Mifflin Co.). 
Coffin: Building of the Nation, (Harper and Brothers). 
*Lodge: Alexander Hamilton, (Houghton Mifflin Co.). 
Schouler: Alexander Hamilton, (Houghton Mifflin Co.). 
Gay: James Madison, (Houghton Mifflin Co.). 
Greene: Provincial America, (Harper and Brothers). 
*Fiske: The Critical Period of American History, 
(Houghton Mifflin Co.). 
Stanwood: A History of the Presidency, (Houghton 

Mifflin Co.). 
*Walker: The Making of the Nation, (Charles Scribner's 

Sons). 
Roosevelt: The Winning of the West, (G. P. Putnam's 

Sons). 
McMaster: With the Fathers, (Appleton). 
McLaughlin : . The Confederation and the Constitution, 
(Harper and Brothers). 



121 

*Babcock: The Rise of American Nationality, (Harper 
and Brothers). 

Drake: The Making- of the Ohio Valley States, (Charles 
Scribner's Sons). 

Bruce : Daniel Boone and the Wilderness Road, (Charles 
Scribner's Sons). 

Hart: The Formation of the Union, (Longmans, Green 
and Co.). 

Bassett : The Federalist System, (Harper and Brothers) . 
*Sparks: Expansion of the American People, (Scott, 
Foresman and Co.). 

^Turner : Rise of the New West, (Harper and Brothers) . 
Mo wry: The Territorial Growth of the United States, 

(Silver, Burdett and Co.). 
Dodd: Statesmen of the Old South, (The Macmillan Co.). 
*Hinsdale: The Old Northwest, (Silver, Burdett and Co.). 
Foster: A Century of American Diplomacy, (Houghton 

Mifflin Co.). 
Morris: Napoleon, (G. P. Putnam's Sons). 
* Ashley: Modern European Civilization, especially Chap- 
ters VI and VH, (The Macmillan Co.). 
*Macdonald : Select Charters and Other Documents, (The 

Macmillan Co.). 
*Macdonald : Select Statutes and Other Documents, (The 

Macmillan Co.). 
*Preston: Documents Illustrative of American History, 
(G. P. Putnam's Sons). 

FOR THE PUPIL, primarily. 

Moore: Benjamin Franklin, (Houghton Mifflin Co.). 

*Dudley: Benjamin Franklin, (The Macmillan Co.). 

*South worth: Builders of Our Country, Book II, (Apple- 
ton). 

*Sparks : The Men Who Made the Nation, (The Macmillan 
Co.). 

*Fiske: The War of Independence, (Houghton Mifflin Co.). 

*Burton: The Story of Lafayette, (American Book Co.). 

*Crow: Lafayette, (The Macmillan Co.). 

*Hart: Camps and Firesides of the Revolution, (The 
Macmillan Co.). 

*Hart: How Our Grandfathers Lived, (The Macmillan 
Co.). 



122 

* Lodge and Roosevelt: Hero Tales from American His- 

tory, (The Century Co.). 
*Rideing: George Washington, (The Macmillan Co.). 

Fiske-Irving : Washington and His Country, (Ginn and 

Co.). 
Mace : Washington, a Virginia Cavalier, (Rand, McNally 

and Co.). 

Drake: Burgoyne's Invasion, (Lothrop, Lee, and Shep- 
ard Co.). 

Root: Nathan Hale, (The Macmillan Co.). 
Thwaites: How George Rogers Clark Won the North- 
West, (A. C. McClurg and Co.). 

*Scott: How the Flag Became Old Glory, (The Macmillan 
Co.). 

Tappan: Little Book of the Flag, (Houghton Mifflin Co.). 

Hapgood: Paul Jones, (Houghton Mifflin Co.). 

Tooker: John Paul Jones, (The Macmillan Co.). 

Merwin: Thomas Jefferson, (Houghton Mifflin Co.). 

Thwaites: Daniel Boone, (Appleton). 

Gulliver: Daniel Boone, (The Macmillan Co.). 

*Elson: Side Lights on American History, Vol. I, (The 
Macmillan Co.). 

*Blaisdell and Ball: Hero Stories of American History, 

(American Book Co.). 
*Pratt: America's Story for America's Children, Book V, 

(D.C. Heath and Co.). 
*Warren: Stories from English History, (D. C. Heath 

and Co.). 
Tomlinson : The War for Independence, (Silver, Burdett 

and Co.). 
*Cooke: Stories of the Old Dominion, (American Book 

Co.). 
*St. Nicholas Magazine: Revolutionary Stories Retold, 

(The Century Co.). 

* Harding: The Story of England, (Scott, Foresman and 

Co.). 
*Benezet: The World War and What Was Behind It, 

(Scott, Foresman and Co.). 
Marshall: The Story of Napoleon Bonaparte, (E. P. 

Dutton and Co.). 
Southey: Life of Nelson, edited by Westcott, (Scott, 

Foresman and Co.). 



123 

*Guerber: Story of Modern France; Story of the Great 

Republic, (American Book Co.). 
*Haaren and Poland: Famous Men of Modern Times, 

(American Book Co.). 

Sellar: The Story of Nelson, (E. P. Button and Co.), 
*Tappan: European Hero Stories, (Houghton Mifflin Co.). 

LITERATURE READINGS. 

Literature Readers, (State Series), Sixth Year, pages 
330-34. 

Literature Readers, (State Series), Seventh Year, pages 

73-80; 83; 89-93; 99-102; 301-15. 
Longfellow: Paul Revere's Ride. 
Calvert: Bunker Hill. 

Holmes: Grandmother's Story of Bunker Hill Battle. 
Whittier: Lexington; Yorktown. 

Bryant: Song of Marion's Men; Seventy-Six; The 
Twenty-Second of February. 

Finch: Nathan Hale. 

Emerson: Concord Hymn; Boston. 

Reed: The Rising in 1776. 

Collins: Molly Maguire at Monmouth. 

Pierpont: Warren's Address to American Soldiers. 

English : Battle of Cowpens. 

Tennyson : England and America in 1782. 

Irving: Rip Van Winkle. 

Cooper: The Last of the Mohicans; The Spy; The Pilot. 

Hawthorne: Grandfather's Chair. 

Washington: The Farewell Address. 

Webster: Bunker Hill; Adams; Jefferson. 

Coffin : Boys of '76 ; Daughters of the Revolution. 

Mitchell: Hugh Wynne. 

Churchill : Richard Carvel ; The Crossing. 

Ford: Janice Meredith. 

Frederick: In the Valley. 

Thompson : Alice of Old Vincennes. 

Cooke: Virginia Comedians; Colonel Fairfax. 

Barnes : For King or Country. 

Eggleston : Carolina Cavalier ; Long Knives. 

Brady : For the Freedom of the Sea. 



124 

Brady : For Love of Country. 

Dye : The Conquest. 

Kennedy: Horseshoe Robinson; Swallow Barn (Vir- 
ginia) . 

Bird : Nick of the Woods, (Kentucky) . 
Stowe: The Minister's Wooing, (New England). 
Johnston: Lewis Rand, (Jefferson). 
Atherton: The Conqueror, (Alexander Hamilton). 
Conant: Alexander Hamilton. 
Mitchell : Red City. 

Altsheler: Young Trailers; Herald of the West. 
*Denney: American Public Addresses, (Scott, Foresman 
and Co.). 

*Humphrey: Poetic New World, (Henry Holt and Co.). 

*Matthews: Poems of American Patriotism, (Charles 
Scribner's Sons). 

*Stevenson: Poems of American History, (Houghton 
Mifflin Co.). 

*Foerster and Pierson: American Ideals, (Houghton Mif- 
flin Co.). 

*Brittain and Harris: Historical Reader, (American 
Book Co.). 

*Greenlaw: Builders of Democracy, (Scott, Foresman and 
Co.). 

*Long: Patriotic Prose, (D. C. Heath and Co.). 

*Gathany: American Patriotism in Prose and Verse, 
(The Macmillan Co.). 

*Bemis, Holtz and Smith : The Patriotic Reader, (Hough- 
ton Mifflin Co.). 

CURRENT EVENTS. 
Read the General Introduction to this Course. 

CIVICS. 

GRADE VII B. 

Time allotment: One hundred eighty minutes per 
week for Civics and History, including Current Events. 

Guide Topic: Elements of Civic Welfare — Government. 

Introduction. 

Read carefully the Introduction to the Seven A Grade 
Civics Course. 



125 

Outline of Work. 

I. Studies of the following elements of civic wel- 
fare: 

1. The family as an institution. 

Topic reference: Lesson C-20, Series C, of "Lessons 
in Community and National Welfare", entitled "The family 
and social control". For reference, see the Seven A 
Grade Civics Course. 

2. A preliminary study of the State and City, 

with special reference to the suffrage. 

The general nature and functions of the state, and 
of law ; the meaning of citizenship. 

The exercise of the voting privileges ; how the citizen 
votes: what he or she votes for. 

The general nature and function of the city. City 
officials — the kinds of men or women that should be 
chosen; the chief city and state officials and their princi- 
pal duties; their responsibility to the people; the duties 
of citizens toward them. 

Topic references : Lesson B-17, entitled "The develop- 
ment of a system of laws" ; Lesson B-18, "How state laws 
are made and enforced", and Lesson B-19, "The commis- 
sion form of city government", etc., of "Lessons in 
Community and National Life", Series B. 

II. A preliminary survey of national government, 
with emphasis on that phase of the topic that centers 
around the Constitutional Convention of 1787. (Join 
closely to the History Course of this Grade.) 

1. The need for a stronger government. 

2. The pupils' present knowledge concerning 

such terms as "Congress", "Senate", 
"House of Representatives", "President", 
"Supreme Court". 

3. The work of the Convention. 

4. The Constitution as "The Supreme Law of 

the Land". 

5. Principal provisions of the Constitution — in 

brief. 

6. Effects of the new Constitution upon the 

nation. 

7. The Constitution of today compared and 

contrasted with that of 1788. 

8. Memorizing of the preamble. 



126 

III. Civic virtues to be dwelt upon that they may 
grow into habits: 

Patriotism. 

Courtesy. 

Honesty. 

Thoroughness. 

Initiative. 

Perseverance. 

Self-reliance. 

Striking examples of these virtues abound in the lives 
of great Americans studied in the History Course of this 
Grade. 

IV. Civic activities to be encouraged as developing 
a vital interest in community welfare, and as affording 
many and varied opportunities for initiative and self- 
expression on the part of the young citizen and prospec- 
tive voter. 

Organizing of conventions for preparation and pro- 
mulgation of state and national constitutions. Holding of 
debates upon the relative merits of selected sections and 
articles of such instruments. 

Fathers' and Mothers' Day programs. Programs for 
holidays and special occasions. Four-minute speeches. 

Junior Civic League ; (Reference : Hill's "The Teach- 
ing of Civics"). 

Boy Scouts; Camp Fire Girls. 

Organized athletics — cooperative team-play. 

Scrap book collections. 

Thrift savings stamps. School savings bank deposits. 

Home and school gardens. 

Flag drills and salutes. 

'The American's Creed", (William Tyler Page) . (See 
the Five A Grade Civics Course.) 

Committing to memory and singing of "The Star 
Spangled Banner". 

REFERENCES FOR THE TEACHER. 

*Dunn: The Community and the Citizen, Chapters V, VI, 
XIX, XXI, XXII, XXIII, and XXIV, (State Series). 

*Turkington: My Country, Chapter X, (Ginn and Co.). 
Cabot and Others: A Course in Citizenship and Patrio- 
tism, revised edition, (Houghton Mifflin Co.). 
Howe: The Eve of Elections, (The Macmillan Co.). 



127 

Magruder: American Government, Chapters III and 

XXV, ( Allyn and Bacon) . 

* Ashley : The New Civics, especially Chapters V, VI, XI 

and XII, (The Macmillan Co.). 
Bennion : Citizenship, Part II, Chapter XV, (World Book 

Co.). 
Reed: Form and Function of American Government, 

(World Book Co.). 

*Guitteau : Government and Politics in the United States, 
California edition, especially Chapters XVIII, XIX, 
and XX, and the supplement entitled "State and Local 
Governments in California", (F. H. Clark), (Hough- 
ton Mifflin Co.). 

Boynton: School Civics, revised edition. Chapters IV to 

VII, inclusive, (Ginn and Co.). 
Giles: Vocational Civics, (The Macmillan Co.). 
Forman: Essentials in Civil Government, Lessons III, 

IX, and X, (American Book Co.). 
Ellwood : Sociology and Modern School Problems, espe- 
cially Chapters IV- VIII, inclusive, (American Book 
Co.). 
Rowe: Society, (Charles Scribner's Sons). 
*Fisher: Resources and Industries of the United States, 

(Ginn and Co.). 
*Municipal and State Reports. 
*California Blue Bulletin, Supplement, September, 1916, 

(State Board of Education). 
*Cabot: Ethics for Children, (Houghton, Mifflin Co.). 
*Sneath and Hodges: Moral Training in the School and 

Home, (The Macmillan Co.). 
*Thayer: Ethics of Success, Book Three, (Silver, Bur- 
dett and Co.). 
Rugh : Moral Training in the Public Schools, (Ginn and 

Co.). 
Wilson: Talks to Young People on Ethics, (Charles 

Scribner's Sons). 
*Peters: Human Conduct, especially Chapters XVIII to 

XXVI, inclusive, (The Macmillan Co.). 

*La Rue : The Science and the Art of Teaching, especially 
Part III and Part V, (American Book Co.). 
Lee: Play in Education, (The Macmillan Co.). 
Curtis: Practical Conduct of Play, (The Macmillan Co.) . 



128 

*Brewer: Oral English, Chapters XIII and XIV, and Ap- 
pendices I to IV, inclusive, (Ginn and Co.). 
Knowles: Oral EngHsh, (D. C. Heath and Co.). 

Baldwin: An American Book of Golden Deeds, (Amer- 
ican Book Co.). 

Tappan : The Little Book of the Flag, (Houghton Mifflin 
Co.). 

Matthews : Poems of American Patriotism, (Charles 
Scribner's Sons). 

*Long: Patriotic Prose, (D. C. Heath and Co.). 

*Greenlaw: Builders of Democracy, (Scott, Foresman and 
Co.). (A patriotic Reader.). 

^Greene: America First, (Charles Scribner's Sons). (A 
patriotic Reader.) 

Bemis, Holtz and Smith : The Patriotic Reader, (Hough- 
ton Mifflin Co.). 

Finley: American Democracy from Washington to Wil- 
son, (The Macmillan Co.). 

*Gathany: American Patriotism in Prose and Verse, 
(The Macmillan Co.). 

HISTORY. 

GRADE VIII A. 

Time allotment: One hundred eighty minutes per 
week for History and Civics, including Current Events. 

Guide Topics: The Growth of Nationality. Conflict 
between the States. 
Introduction. 

(Read carefully the Introduction to the Seven A 
Grade History Course.) 

The scope of the worl?: of this Grade is indicated by 
McMaster's "Brief History", Chapters XX-XXXI; Beard 
and Bagley's "The History of the American People", 
Chapters XI-XXII, (The Macmillan Co.) ; Hart's "School 
History of the United States", pages 184-369, (American 
Book Co) ; Bourne and Benton's "History of the United 
States", Chapters XXII-XXXVIII, (D. C. Heath and Co.) ; 
Thwaites and Kendall's "A History of the United States", 
Chapters XXII-XXXVIII, (Houghton Mifflin Co.); and 
Benezet's "The World War and What Was Behind It", (for 
related study of European history), pages 112-35, (Scott, 
Foresman and Co.). 



129 

Outline of Work. 

I. The struggle for commercial independence. 

1. Remote causes of the War of 1812. 

a. The effect upon the United States of events 
transpiring in Europe. 

(A study of European modern history — reviewing 
earlier studies of the P^ench Revolution, and the Napol- 
eonic Empire, and supplementing by such topics as the 
Congress of Vienna, and the Industrial Revolution. Topic 
references: Benezet; Harding's 'The Story of England", 
Chapters XXXIV and XXXV; and Ashley's "Modern 
European Civilization", Chapters VII-XI.) 

b. Washington's efforts to remain neutral. 

1. The Citizen Genet affair. 

2. Jay's Treaty with England. 

c. The X.Y.Z. papers. 

d. Attacks upon America's neutral trade. 

e. Capture of American vessels and the im- 

pressment of American seamen into the 
British service. 

2. The War of 1812, (briefly). 

a. Immediate causes. 

b. Results. 

(The study of the War of 1812 should be centered 
upon a consideration of the causes, and the position gained 
by the United States as a result of the war. Collateral 
reading is suggested upon such topics as 'Terry's Victory 
on Lake Erie", and the writing of the ''Star Spangled 
Banner".) 

II. Expansion of territory. 

Topic reference: Sparks' "Expansion of the Amer- 
ican People", Chapters XII, XIII, XVI-XXIII, inclusive, 
and Chapters XXV and XXVI. 

(Connect with earlier studies of this topic, particu- 
larly in the Seven B Grade History Course.) 

1. Purchase of Louisiana. 

2. Lewis and Clark expedition. 

3. Acquisitions of Florida, (1819) ; Texas, (1845) ; 

Oregon, (1846); Mexican territory, (1848); 
and Gadsden Purchase, (1853). 

4. Conditions of settlement, and of pioneer life. 



130 

III. A review and detailed study of California history. 

Topic references: Hunt's "California, the Golden", 
(Silver, Burdett and Co.) ; Bandini's 'The History of Cali- 
fornia", (American Book Co.) ; Sparks' "Expansion of the 
American People", Chapters XXVII and XXVIII, (Scott, 
Foresman and Co.). 

IV. Causes that led to the attempt to dismember the 

Union. 

1. Fundamental cause: the struggle over sov- 

ereignty — state vs. nation; liberal construc- 
tion of the constitution vs. strict construction ; 
states rights. (Connect closely with Civics.) 

a. Virginia and Kentucky Resolutions. 

b. Opposing views of Hamilton and Jefferson. 

c. Chief Justice Marshall's decisions. 

d. The Hartford Convention. 

e. Nullification in South Carolina. 

1. President Jackson's attitude. 

2. Webster-Hayne Debate. 

f. Such other sub-heads immediately below, 

under the topic "The Slavery Question", 
as directly apply. 

2. Contributory causes. 

a. The slavery question. 

1. The introduction of slaves into Virginia, 

(1619). 

2. The Ordinance of 1787. 

' 3. The provisions relating to slavery in the 
Constitution. 

4. Eli Whitney and the invention of the 

cotton-gin. 

5. The Missouri Compromise. 

6. The abolition movement. 

7. The admission of Texas. Sam Houston. 

Davy Crockett. 

8. The results of the Mexican war in rela- 

tion to slavery. 

9. Compromise of 1850. 

10. Kansas-Nebraska Bill. 

11. Border warfare in Kansas. 



131 

12. Dred Scott decision. 

13. Lincoln-Douglas debates. 

14. Election of 1860. 

15. Attempts at conciliation. 

16. Secession of the Southern States. 

b. Controversies over internal improvements, 
and the public lands. 

' (References as above under the topic, **Ex- 
pansion of Territory"). 

c. The tariff issue. 

V. The United States among the nations. 

(Relate to European and Central and South American 
history: the Holy Alliance; the English Reform 
Bill of 1832; the Independence of Spanish America; 
the events in Europe, etc.) 
Topic references : Harding's "The Story of England", 
Chapter XXXVI; Ashley's Modern European Civiliza- 
tion", pages 211-20. 

1. The Monroe Doctrine. 

2. Treaties with foreign nations. 

3. The Mexican War. (Causes; results.) 

VI. Growth of political democracy, especially as shown 

in the rise and strength of political parties. 

(Connect with the study of this topic in the Seven 
B Grade History Course and with Civics.) 

1. Democracy among the pioneers. 

2. Principles and issues of the leading political par- 
ties: the tariff; internal improvements; public lands; the 
U. S. Bank; slavery, etc. 

3. Leading statesmen: Jackson, Clay, Webster, Cal- 
houn, Benton. 

VII. State of the country from 1820 to 1840. 

Topic reference: Sparks' "Expansion of the Amer- 
ican people". Chapters XXII, XXIII, XXIV and XXVII. 
(Relate closely to the Civics Course.) 

1. Industrial revolution in America. 

2. Commerce. 



132 

3. Transportation and communication : the national 

road, the steamboat, canals, railroads, the tele- 
graph. Great inventors, as Morse, Fulton and 
Field. 

4. Social life. 

VIII. State of the country from 1840 to 1860. 

(Relate closely to the Civics Course.) 

1. Inventions for the farm and home. Great inven- 

tors, as McCormick and Howe. 

2. Mines and mining", (California). 

3. Social life. 

4. Education. 

5. Literature. Great authors, as Irving, Cooper, 

Hawthorne, Bryant, Longfellow, Whittier and 
Poe. 

6. Continuation of study of industry, commerce, and 

transportation. 

7. Philanthropy. Great benefactors, as Peter Cooper 

and George Peabody. 

(Excellent outlines for review of the early period of 
national 'Tolitical and Territorial Growth", and of "The 
Development of the Nation'', are given in Beard and Bag- 
ley, pages 245-46, and pages 362-63.) 

IX. The Civil War. 

1. Causes of the breach between the North and 

South. 

2. Comparison of resources on each side in 1860. 

3. The effect of the battle of Bull Run. 

4. The Mason and Slidell affair. 

5. The Navy. The Monitor and the Merrimac, — 

effects upon modern naval warfare. 

6. The Emancipation Proclamation. 

a. Develop fully in relation to the whole slavery 
question. 
(Connect with this topic in the Eight A 
Grade Course.) 

7. Gettysburg. 

8. Sherman's march to the sea. 

9. Lee's surrender. 



133 

10. The assassination of President Lincoln. 

11. Finances of the war. 

12. The work of the American Red Cross, — Clara 

Barton. 

13. The results of the war. 

14. Great heroes and leaders of the war on each side : 

such as Lincoln, Davis, Seward, Grant, and 
Lee; their characters and their contributions 
to the cause they advocated. 

(An excellent outline for review of the Slavery Prob- 
lem and the Civil War is given in Beard and Bagley, pages 
439-440.) 

Reference and Collateral Reading List. 

(Refer, also, to the Seven B Grade Reading List and 
suggestions for the use of the material.) 

FOR THE TEACHER, primarily. 

*01d South Leaflets, (Old South Work, Boston). 

*Hart: American History Told by Contemporaries, Vol. 

HI, (The Macmillan Co.). 
Fiske : How the United States Became a Nation, (Ginn 

and Co.). 
Tomlinson: The War of 1812, (Silver, Burdett and Co.). 
Schafer: A History of the Pacific Northwest, (The Mac- 
millan Co.). 
MacDonald: From Jeiferson to Lincoln, (Henry Holt 

and Co.). 
Thayer: John Marshall, (Houghton Mifflin Co.). 
*Hitchcock: Louisiana Purchase, (Ginn and Co.). 
Channing: The Jeifersonian System, (Harper and 

Brothers) . 
Roosevelt: The Winning of the West, (G. P. Putnam's 

Sons) . 
Wright: Industrial Evolution of the United States, 

fCharles Scribner's Sons). 
Taussig: Tariff History of the United States, (G. P. 

Putnam's Sons). 



134 

Dewey: Financial History of the United States, (Long- 
mans, Green and Co.). 

Coman: Industrial History of the United States, (The 
Maemillan Co.) . 

Bassett : The Federalist System, (Harper and Brothers) . 
^Burgess: The Middle Period, (Charles Scribner's Sons). 
*Babcock: The Rise of American Nationality, (Harper 
and Brothers). 

Drake : The Making of the Great West, (Charles Scrib- 
ner's Sons). 

^Turner: Rise of the New West, (Harper and Brothers). 

Calderon: Latin America: Its Rise and Progress, 
(Charles Scribner's Sons). 

Rhodes: History of the United States from the Com- 
promise of 1850, (The Maemillan Co.) . 

McMaster: With the Fathers, (Appleton). 

Davis: Under Six Flags: The Story of Texas, (Ginn 
and Co.). 

MacDonald: The Jacksonian Democracy, (Harper and 
Brothers) . 

Peck: The Jacksonian Epoch, (Harper and Brothers). 

Buell : The History of Andrew Jackson, (Charles Scrib- 
ner's Sons). 

Hart: Slavery and Abolition, (Harper and Brothers) . 

*Wilson: Division and Reunion, (Longmans, Green and 
Co.). 

Powell : Nullification and Secession in the United States, 

(G. P. Putnam's Sons) . 
Lodge: Daniel Webster, (Houghton Mifflin Co.). 
Sumner: Andrew Jackson, (Houghton Mifflin Co.). 
*Schurz: Henry Clay, (Houghton Mifflin Co.) . 
^'Roosevelt: Thomas H. Benton, (Houghton Mifflin Co.). 
Norton: The Story of California, (A. C. McClurg and 

Co.). 
Royce: California, (Houghton Mifflin Co.). 
Goodwin: Establishment of State Government in Cali- 
fornia, (The Maemillan Co.). 

Garrison: Westward Expansion, (Harper and Brothers). 

Garrison: Texas, (Houghton Mifflin Co.). 

Foster: A Century of American Diplomacy, (Houghton 
Mifflin Co.). 



135 

Chadwick: Causes of the Civil War, (Harper and 
Brothers) . 

Clarke: The American Railway, (Charles Scribner's 
. Sons). 

*Moore: An Industrial History of the American People, 

(The Macmillan Co.). 
Trowbridge: Morse, (Small, Maynard and Co.). 
*Tarbell: Life of Abraham Lincoln, (The Macmillan Co.). 
*Schurz: Abraham Lincoln, (Houghton Mifflin Co.). 

*Dodge : A Bird's-eye View of Our Civil War, (Houghton 
Mifflin Co.). 

Hosmer: Appeal to Arms; Outcome of Civil War, (Har- 
per and Brothers) . 

White: Robert E. Lee, (G. P. Putnam's Sons). 

Bradford: Robert E. Lee, American, (Houghton Mifflin 
Co.). 

Trent: Robert E. Lee, (Small, Maynard and Co.). 

Dodd: Jeff erson Davis, (Jacobs) . 

Church : Ulysses S. Grant, (G. P. Putnam's Sons) . 

Wister: Ulysses S. Grant, (Small, Maynard and Co.). 

Garland: General Grant, (Doubleday, Page and Co.). 

Casson: C. H. McCormick, (A. C. McClurg and Co.). 
*Preston: Documents Illustrative of American History, 

(G. P. Putnam's Sons). 
*Macdonald : Select Statutes and Other Documents, etc., 

(The Macmillan Co.). 
*Semple: American History and Geographic Conditions, 
(Houghton Mifflin Co.). 

*Brigham : Geographical Influences in American History, 
(Ginn and Co.). 

Publications of Pan-American Union, (John Barrett, 
Director General, Washington, D. C.) . 
FOR THE PUPIL, primarily. 

^Baldwin: The Conquest of the Old Northwest, (Amer- 
ican Book Co.) . 

*Lodge and Roosevelt: Hero Tales from American His- 
tory, (The Century Co.) . 

*Kingsley: The Story of Lewis and Clark, (American 
Book Co.). 
Brooks : First Across the Continent, (Charles Scribner's 
Sons) . 



136 

Lighten:- Lewis and Clark, (Houghton Mifflin Co.). 

*Roosevelt: Stories of the Great West, (The Century 
Co.). 

*Elson: Side Lights on American History, (The Mac- 
millan Co.). 

Warren: Stories from English History, (D. C. Heath 
and Co.). 

Bass: Stories of Pioneer Life, (D. C. Heath and Co.). 

*McMurry : Pioneers of the Mississippi Valley, (The Mac- 
millan Co.). 

*McMurry: Pioneers of the Rocky Mountains and the 

Great West, (The Macmillan Co.). 
*Guerber: Story of the Great Republic; Story of Modern 
France; Story of the English, (American Book Co.). 
Richards: Florence Nightingale, (Appleton). 
Mowry: American Pioneers, (Silver, Burdett and Co.). 
*Mowry: American Inventions and Inventors, (Silver, 
Burdett and Co.). 

*Gordy: American Leaders and Heroes, (Charles Scrib- 
ner's Sons). 

*Bachman: Great Inventors and Their Inventions, 
(American Book Co.). 

*Sutcliffe: Robert Fulton, (The Macmillan Co.). 

Hapgood: Daniel Webster, (Small, Maynard and Co.). 

Brown: Andrew Jackson, (Houghton Mifflin Co.). 
*Sprague: Davy Crockett, (The Macmillan Co.). 

Elliott: Sam Houston, (Small, Maynard and Co.). 

* Winterburn : Spanish in the Southwest, (American Book 
Co.). 

Bolton: Famous Men of Science, (Thomas Y. Crowell 
and Co.). 

Cody: Four American Poets, (American Book Co.). 

Cody: Four American Writers, (American Book Co.). 
^Baldwin: Abraham Lincoln, (American Book Co.). 

Hapgood: Abraham Lincoln, (The Macmillan Co.). 
*Gordy: Abraham Lincoln, (Charles Scribner's Sons). 
* Wheeler: Abraham Lincoln, (The Macmillan Co.). 
*Brigham: From Trail to Railway, (Ginn and Co.). 
*St. Nicholas: Civil War Stories Retold, (The Century 
Co.). 

Hart: Romances of the Civil War, (The Macmillan Co.). 



137 

*Burton: Four American Patriots, (Grant), (American 
Book Co.). 

Hill : True Stories of Great Americans, Robert E. Lee, 
(The Macmillan Co.). 

Hill : True Stories of Great Americans, U. S. Grant, (The 
Macmillan Co.). 

*Coombs: U. S. Grant, (The Macmillan Co.). 
*Gilman: Robert E. Lee, (The Macmillan Co.). 
Brooks: True Story of U. S. Grant, (Lothrop, Lee and 
Shepard Co.). 

Watson : Golden Deeds on the Field of Honor, (The Mac- 
millan Co.). 
Raymond : Peter Cooper, (Houghton Mifflin Co.) . 

*Miller, (Joaquin) : Autobiography, (Harr Wagner Pub- 
lishing Co.). 

Coe: Heroes of Everyday Life, (Ginn and Co,). 
Williams: Some Successful Americans, (Ginn and Co.). 

LITERATURE READINGS. 

Literature Readers, (State Series), Seventh Year, pages 
80-1; 169-73; 193-96; 368-76; and 379-86. 

Literature Readers, (State Series), Eighth Year, pages 
9-42 ; 50-2 ; 60-2 ; 83-5 ; 94-101 ; 168-88 ; and 320-40. 

Holmes : Old Ironsides. 

%Vhittier : Snowbound ; Angels of Buena Vista ; Brown of 

Ossawotomie. 
Hale: The Man Without a Country. 
Whitman: Pioneers! Pioneers! 
Longfellow: Santa Filomena. 
Cooper: The Pioneers. 
Dye: The Conquest. 
Churchill : The Crossing ; The Crisis. 
Kaler : With Perry on Lake Erie. 
Glasgow: The Deliverance. 
Scollard: Boy Soldiers of 1812. 
Eggleston: Big Brother; Dorothy South. 
Webster: Reply to Hayne. 
Lowell: The Biglow Papers. 
Stowe: Uncle Tom's Cabin. 
Parkman : The Oregon Trail. 
Irving: Astoria. 



138 

Hawthorne: The House of Seven Gables. 

Eggleston: The Hoosier Schoolmaster; The Circuit 

Rider; Roxy. 
Brooks: The Boy Settlers; The Boy Emigrants. 
Page : In Ole Virginia. 

Cable: Old Creole Days; John March, Southerner; The 
Cavalier. 

Mark Twain (Samuel Clemens) : Life on the Mississippi; 

Tom Sawyer ; Huckleberry Finn ; Roughing It. 
Munroe: With Crockett and Bowie; Golden Days of 49. 
Dana : Two Years Before the Mast. 

Fox: Carlota, (California before the American Con- 
quest) . 

Hough: Fifty-four Forty or Fight, (Oregon). 

Stoddard: Saltillo Boy. 

McNeil: Boy Forty-niners. 

Atherton: Splendid Idle Forties. 

Watts: Nathan Burke, (Mexican War). 

Alcott: Little Women. 

Larcom: A New England Girlhood. 

Hale: New England Boyhood. 

Harland: When Grandmamma Was New. 

Harris: Uncle Remus. 

Venable: Buckeye Boyhood. 

Muir: My Boyhood and Youth. 

Goss : Jed. 

Harris: A Little Union Scout. 

Page: Two Little Confederates: Among the Camps. 

Tarbell : He Knew Lincoln ; Father Abraham. 

Andrews: The Perfect Tribute. 

Lowell: Commemoration Ode. 

Whitman: Captain! My Captain! 

Whitman: When Lilacs Last in the Dooryard Bloomed. 

Lincoln: Gettysburg Address. 

Wilson (Woodrow) : Eulogy on Lincoln. 

Finch : The Blue and the Gray. 

Taylor: Lincoln at Gettysburg. 

Henty: With Lee in Virginia. 

Garland: Son of the Middle Border; Boy Life on the 
Prairie. 



139 

Trowbridge: Cudjo's Cave; Drummer Boy; Three Scouts. 

Eggleston: Southern Soldier Stories. 

King: The Iron Brigade. 

Brooks : Washington in Lincoln's Time. 

Wheelwright: War Children. 

Brady: On the Old ''Kearsarge". 

Tomlinson: Young Blockaders. 

Whittier: Barbara Frietchie. 

Read: Sheridan's Ride. 

Howe : Battle Hymn of the Republic. 

Pike : Dixie. 

Randall: Maryland, My Maryland. 

Longfellow^: The Cumberland. 

Harte : John Burns of Gettysburg ; The Luck of Roaring 

Camp ; Tales of the Argonauts. 
Lowell: Jonathan to John. 
Riley: The Name of Old Glory. 
Gallagher: The Mothers of the West. 
Butterworth: Whitman's Ride for Oregon. 
Timrod: The Cotton Boll. 
Preston: Gone Forward. 
Roche : Panama. 

* Greenlaw : Builders of Democracy, (Scott, Foresman and 
Co.). 

*Stevenson: Poems of American History, (Houghton 
Mifflin Co.). 

*Matthews: Poems of American Patriotism, (Charles 
Scribner's Sons). 

*Humphrey: Poetic New World, (Henry Holt and Co.). 

*Foerster and Pierson: American Ideals, (Houghton 

Mifflin Co.). 
*Brittain and Harris : Historical Reader, (American Book 

Co.). 

*Finley: American Democracy from Washington to Wil- 
son, (The Macmillan Co.). 

*Denney: American Public Addresses, (Scott, Foresman 

and Co.). 
*Long: Patriotic Prose, (D. C. Heath and Co.). 
*Gathany : American Patriotism in Prose and Verse, (The 

Macmillan Co.). 



140 

*Bemis, Holtz and Smith: The Patriotic Reader, (Hough- 
ton Mifflin Co.). 

CURRENT EVENTS. 

Read carefully the General Introduction to this 
Course. 

CIVICS. 

GRADE VIII A. 

Time allotment: One hundred eighty minutes per 
week for Civics and History, including Current Events. 

Guide Topic: Governmental Agencies that Operate to 
Promote the Welfare of the Community. 

(Text-book in the hands of the pupil: Dunn's "The 
Community and the Citizen", State Series.) 

Introduction. 

In the earlier years, efforts have been made to instil 
in the child the desire to render to himself and the com- 
munity, present and future, the best possible service, so 
that he may participate intelligently and conscientiously 
in the social activities roundabout him. 

In the Eighth Year, the elementary Course culmi- 
nates in a systematic study of the practical workings of 
government, not according to the older methods of elab- 
orate analyses of the machinery itself, but according to 
the newer ideas of inspiring in the hearts of the youth 
patriotic responses to the reciprocal privileges and obliga- 
tions existing between citizen and commonwealth. The 
youth must become thoroughly acquainted with the prin- 
ciples and institutions established and maintained under 
our systerd of government. He should learn how and 
why these institutions have been established, and how 
they may be improved and perpetuated. Thus, the aim 
of the Course remains unchanged, for the objective is 
still the same — leading the young citizens to become 
cooperative in their actions, to become more and more 
interested in the human problems of the community — • 
local, state and nation, — and to become more and more 
imbued with ideals of service to society. 

Outline of Work. 

I. A detailed study of the following topics : 

1. The Government of the State. (Based on Dunn, 



141 

"The Community and the Citizen", State Series text-book, 
Chapter XXIII) . (Join to the study of this topic in the 
Seven B Grade Civics Course.) 

2. The Government of the Nation. (Dunn, Chapters 
XXIV and XXV.) (Join to the study of this topic in 
the Seven B Grade Civics Course.) . 

II. A brief study of one or more items from the 
following list of California industries and occupations, to 
be closely joined to the study of Geography: sugar-beet 
raising and sugar refining; shipbuilding; lumbering; hor- 
ticulture; gold-mining; oil-producing; or others. 

Topic references: Lesson C-4 of "Lessons in Com- 
munity and National Life", Series C, (see Seven A Grade 
Course for reference), entitled "Petroleum and its uses". 
Lesson C-15, entitled "Sugar"; Lesson B-3, Series B, en- 
titled "A cotton factory and the workers"; and Lesson 
B-26 entitled "Concentration in the marketing of citrus 
fruits". (These "Lessons" furnish excellent problem ma- 
terial and available references.) 

III. A brief study of one or more items from the 
following list of national industries and occupations, to be 
closely joined to the study of Geography: iron and steel; 
agriculture; lumbering; shipping; railroading; or others. 

Topic references: Lesson C-10, (see above), of "Les- 
sons in Community and National Life", Series C, deals 
with "Iron and steel"; Lesson B-1, Series B, with "The 
effect of war on commerce in nitrate" ; Lesson B-15, with 
the "Price control of wheat" ; Lesson B-24, "Building the 
industrial city of Gary" ; and Lesson B-25, "Concentration 
of production in the meat-packing industry". 

IV. A brief study of one or more epoch-making 
inventions from the following hst : the railroad ; the tele- 
graph ; the telephone ; wireless telegraphy ; the aeroplane ; 
the submarine; or others. 

Topic references: Lesson C-9, (see above), of "Les- 
sons in Community and National Life", Series C, deals 
with "Inventions"; Lesson C-11, with "The effects of 
machinery on rural life" ; Lesson C-12, with "Patents and 
inventions"; Lesson C-27, with "Early transportation m 
the Far West"; Lesson C-28, with "The first railway 
across the continent"; Lesson C-1 with "The war and 
aeroplanes" ; and Lesson B-9, Series B, with "How men 
made heat to work". 



142 

(Note: The teacher should make these topics live 
issues by relating them to the vocational desires and 
ambitions of youth at this age. The studies may well be 
treated from the ''Vocational Guidance" point of view.) 

V. Civic virtues to be dwelt upon that they may 
be established as habits : 

Patriotism. 
Cooperation. 
Obedience to law. 
Perseverance. 
Self-reliance. 

(See the Five A Grade Civics Course.) 

Striking examples of these virtues abound in the 
lives of the great Americans studied in the History Course 
of this Grade. 

VI. Civic activities to be encouraged and stimulated 
that they may develop a vital, practical interest in the 
welfare of the community: 

Scrap book collections. 

Thrift savings stamps; school savings bank de- 
posits. 

Home and school gardens. 

Classroom decorations, posters, placards, car- 
toons. 

Organized athletics — cooperative team-play. 

Boy Scouts. Camp Fire Girls. 

Composition and production of short plays. 

Motion picture, stereopticon or balopticon lec- 
tures by pupils. Four-minute speeches. De- 
bates. Programs for holidays and special 
occasions. 

Flag drills and salute. 

"The American's Creed", (William Tyler Page) . 
(See the Five A Grade Civics Course.) 

Committing to memory and singing of "Amer- 
ica" and "The Star Spangled Banner". 

REFERENCES FOR THE TEACHER. 

*Turkington : My Country, Chapters IX to XV, inclusive, 

(Ginn and Co.). 
Magruder: American Government, (Allyn and Bacon). 



143 



Bennion: Citizenship, Part II, Chapters X to XVI, inclu- 
sive, (World Book Co.). 
*Fulton : Bryce on American Democracy, (The Macmillan 

Cabot and Others: A Course in Citizenship and Patriot- 
ism, revised edition, (Houghton Mifflin Co.). 

^^^fxh -^^''o ^^t Function of American Government, 
(World Book Co.). 

*^^^i7ii 7^^ ^r ^1^"^';. especially Chapters XI and 
Xill, (The Macmillan Co.). 

*Guitteau: (government and Politics in the United States, 
California edition, containing- supplement entitled 
''State and Local Government in California", (F. H. 
Clark), (Houghton Mifflin Co.). 

*Sutton : Civil Government in California, (American Book 
Co.). 

Boynton: School Civics, revised edition, (Ginn and Co.). 

*Hill: The Teaching of Civics, (Houghton Mifflin Co.). 

♦Governmental Reports; pubhcations of voluntary com- 
mercial and industrial associations and private com- 
panies. 

Giles: Vocational Civics, (The Macmillan Co.). 

Bowsfield : How Boys and Girls Can Earn Money, (Forbes 
and Co.). 

* Allen: Industrial Studies ; The United States, (Ginn and 
Co.). 

Morrison and Brues: How to Make the Garden Pay, 
(Houghton Mifflin Co.). 
*Bachman: Great Inventors and Their Inventions, 
(American Book Co.). 

*Mowry: American Inventions and Inventors, (Silver, 
Burdett and Co.). 

Rocheleau: Great American Industries, (A. Flanagan 
Co.). 

Twombly and Dana : The Romance of Labor, (The Mac- 
millan Co.). 

Fisher: Resources and Industries of the United States, 
(Ginn and Co.). 

Weaver: Profitable Vocations for Boys, (Barnes). 

Weaver: Profitable Vocations for Girls, (Barnes). 

*Bandini: History of California, Chapters XII to XVII, 
(American Book Co.). 



144 

*Brewer: The Vocational Guidance Movement, (The Mac- 
millan Co.). 

*Gillette: Vocational Education, (American Book Co.). 
*Leake: The Vocational Education of Girls and Women, 
(The Macmillan Co.). 

Bloomfield: Youth, School and Vocation, (Houg-hton 
Mifflin Co.). 

*Gowin and Wheatley : Occupations, (Ginn and Co.). 

Allen: Business Employments, (Ginn and Co.). 

*Strayer and Norsworthy: How to Teach, especially 
Chapters IX to XV, inclusive, (The Macmillan Co.). 

*Cabot: Ethics for Children, (Houghton Mifflin Co.). 

*Sneath and Hodges: Moral Training in the School and 

Home, (The Macmillan Co.). 
*California Blue Bulletin, Supplement, September 1916, 

(State Board of Education). 

*Peters: Human Conduct, especially Chapters XVIII to 
XXVI, inclusive, (The Macmillan Co.). 

*La Rue : The Science and Art of Teaching, Parts III and 
V, (American Book Co.). 

Rugh : Moral Training in the Public Schools, (Ginn and 
Co.). 

Lee: Play in Education, (The Macmillan Co.). 

*Curtis: Practical Conduct of Play, (The Macmillan Co.). 

*Brewer: Oral English, Chapters XIII and XIV, and 
Appendices I to IV, inclusive, (Ginn and Co.). 

*Greene: America First, (Charles Scribner's Sons). (A 
patriotic Reader.) 

*Greenlaw: Builders of Democracy, (Scott, Foresman 
and Co.). (A patriotic Reader.) 

*Matthews. Poems of American Patriotism, (Charles 
Scribner's Sons). 

*McBrien: America First, (American Book Co.). 

Bemis, Holtz and Smith : The Patriotic Reader, (Hough- 
ton Mifflin Co.). 

(See, also, the Reference Lists for the Seven A and 
B Grades.) * 

CURRENT EVENTS. 
Refer to the General Introduction to this Course. 



145 

HISTORY. 

GRADE VIII B. 

Time allotment: One hundred eighty minutes per 
week for History and Civics, including- Current Events. 

Guide Topics : Re-union. The United States a 
World Power. 
Introduction. 

(Read carefully the Introduction to the Seven A 
Grade History Course.) 

The intimate relationship existing between History 
and Civics becomes so pronounced in the work of this 
Grade that the material for one is virtually interchange- 
able with that for the other. The teacher will find, there- 
fore, that many topics are repeated in the two Courses. 
The methods of instruction m History vary from those in 
Civics according to the point of view appropriate to the 
subject-matter of each. 

The scope of the work for the Grade is indicated by 
McMaster's '^Brief History", Chapters XXXI-XXXV, in- 
clusive, (when supplemented as below indicated) ; Hart's 
"School History of the United States", Chapters XXVH- 
XXXVII, inclusive; Beard and Bagley's "The History of 
the American People", Chapters XXII-XXXIII, inclusive ; 
Bourne and Benton's "History of the United States", 
Chapters XXXVHI-XLVH, inclusive; Thwaites and Ken- 
dall's "A History of the United States", Chapters 
XXXVHI-L, inclusive; Benezet's "The World War and 
What Was Behind It", Chapters XI-XXXVI, inclusive; 
and McKinley, Coulomb, and Gerson's "A School 
History of the Great War", (American Book Co.). 

That the pupil may get the atmosphere of the great 
world-war the following collections are recommended: 

Thompson and Bigwood's "Lest We Forget", (Silver, 
Burdett and Co.) ; "War Readings", (Charles Scribner's 
Sons) ; Speare and Norris's "World War Issues and 
Ideals", (Ginn and Co.). 

Outline of Work. 

I. Re-union. 

1. The situation at the close of the Civil War. 

2. Conditions in the South. 

3. President Lincoln's theory of reconstruction. 



146 

4. President Johnson's plan of reconstruction. 

5. The Congressional plan of reconstruction. 

6. The disagreement between Congress and Presi- 

dent Johnson. Impeachment of the President. 

7. Unsettled conditions in the South. 

a. Carpet-baggers. 

b. The Ku Klux Klan. 

8. Amendments to the Constitution. The final 

settlement of the slavery question. 

9. The rise of the New South. 

a. Industries and agriculture. 

b. The race problem. 

10. Leading statesmen of the period, as Stephens, 
Greeley, and Blaine. 
(An excellent outline for review of "Reconstruction" 
is given in Beard and Bagley, page 441.) 

II. Development of the country from 1860 to date. 
Recent and contemporary national issues. 

1. Industrial achievements. 

a. Transportation and communication. . (Join 

closely to the study of this topic in Grade 
Eight A.) 

1. The Panama Canal. 

2. Modern methods of transportation. 

Topic reference: Sparks' "The 
Expansion of the American People", 
Chapters XXIII and XXX. 

3. Modern systems of communication. 

a. The telegraph. 

b. Wireless telegraphy. 

c. The telephone. 

b. House and farm inventions. 

c. Manufactures and mines. 

d. Scientific agriculture. 

e. Great inventors and great leaders in com- 

merce and industry, as Bell, Eads, Edison, 
Burbank, Rockefeller, Carnegie, and 
Schwab. 

2. Territorial expansion. 

Topic reference: Sparks' "Expansion of the Amer- 
ican People", Chapters XXXV and XXXVI. 



147 

(Connect with this topic in the Eight A Grade 
History Course.) 

a. Growth of the Far West. The new Western 

States and Territories. 

b. Alaska, (1867). 

c. Hawaii, (1898). 

d. Porto Rico, Philippines, Guam, (The War 

with Spain, 1898). 

e. Panama, (1903). 

f . Virgin Islands, (Danish West Indies) , (1917) . 

3. Waste of natural resources; the public land; con- 

servation. 

4. Immigration. 

5. Capital and labor. 

a. The ''trusts". 

b. Railroad combinations. 

c. Labor unions. 

6. Socialism. 

7. Political issues. 

a. The tariff. (Join to the study of this topic 

in the Grade Eight A History Course.) 

b. The income tax. 

c. Imperialism. 

d. The currency problem. 

1. Greenbacks. 

2. Free coinage of silver. 

3. Banks and banking. 

e. Railroad regulation and control of the trusts. 

f . Civil service reform. 

g. Prohibition: principles and leaders. 

h. Woman suffrage: principles and leaders, 

i. Municipal government, 

j. The merchant marine, 

k. National preparedness. 

1. Political leaders, as Tilden, Blaine, John 
Sherman, Cleveland, Harrison, McKinley, 
Roosevelt, Hay, Taft, Bryan, Woodrow 
Wilson. 

8. Public health. 



148 

9, Humane legislation. 

a. Child-labor laws. 

b. Pure food act. 

c. Adamson eight hour law. 

10. Education; literature; expositions. 

11. Foreign relations. (Join to the earlier study of 

this topic, and supplement with European his- 
tory after 1850, including such topics as the 
establishment of the Kingdom of Italy, the 
German Empire, the British Empire, the 
French Republic, and their policies, to the out- 
break of the World War. Topic references : 
Sparks, Chapters XXXV and XXXVI; Bene- 
zet. Chapters XI-XXVI, inclusive ; and McKin- 
ley. Coulomb and Gerson's **A School History 
of the Great War".) 

a. Venezuela. 

b. The war with Spain. 

c. Panama and Columbia. 

d. Mexico. 

12. Arbitration. 

13. The great world-war. 

a. Causes; historical background; organization 

and nature of the German system of 
government; the Prussian dream of 
world-domination; responsibility of Ger- 
many for opening the war. 

b. Nations engaged in 1915-16. Importance and 

far-reaching effects of the conflict. 

c. America's neutrality. 

1. President Wilson's proclamation. 

2. Reasons for American neutrality. 

3. Difficulties in the way of strict neu- 

trality. 

d. The German policy of "f rightfulness". 

1. Violation of Belgian neutrality. 

2. Submarine outrages. 

3. Utter disregard of treaty obligations, 

and other violations of international 
law. 

e. The principal military campaigns and naval 

actions of 1915, 1916, and 1917. 

f . Revolution in Russia. 



149 

g. The United States enters the war. 

1. German intrigue in the United States. 

2. The ''Zimmerman note". 

3. The severance of diplomatic relations. 

4. Declaration of a state of war with Ger- 

many, (April 6, 1917), and with 
Austria - Hungary, (December 7, 
1917). 

h. Further spread of the war. 

i. The military campaigns of 1918. 

1. The great German offensive. 

2. Marshal Foch in supreme command for 

the allies and America. 

3. General John J. Pershing and his two 

and a half million American soldiers. 

4. Belleau Wood; Chateau Thierry; St. Mi- 

hiel; the Argonne Forest; Sedan. 

5. Admiral Sims and the Navy. 

j. Administrative phases of a democracy at 
war. 

1. Work of the President and Congress. 

2. The draft. 

3. ''Liberty bond'' and "war savings 

stamps" issues. 

4. The food administration. 

5. Government control of railroad, tele- 

graph, telephone, and express sys- 
tems. 

6. The fuel administration. 

7. The emergency fleet corporation. 

8. The war-industries board. 

9. War community service organizations. 
10. The Red Cross. 

k. End of the war. 

1. President Wilson's "fourteen points". 

2. The armistice. 

3. The peace conference. 

4. The treaty of peace. 

14. A league of nations. 
(Excellent outlines for review of National Progress 
since the Civil War, and of the Great World-War, are to 
be found in Beard and Bagley, pages 571-72, and pages 
634-36.) 



150 

General Review: Use the "Guide Topics" for Years 
Seven and Eight as a basis for the purpose. 

REFERENCE AND COLLATERAL READING LIST. 

(Refer to the Reference Lists of Grades Seven B and 
Eight A.) 

Much of the reading suggested should be handled in 
conjunction with the Literature Course. Its object is 
enjoyment primarily, and information, secondarily. 

FOR THE TEACHER, primarily. 

Dunning: Reconstruction, (Harper and Brothers). 
Dunning: Essays on the Civil War and Reconstruction, 

(The Macmillan Co.). 
*Burgess: The Civil War and the Constitution, (Charles 

Scribner's Sons). 
*Burgess : Reconstruction and the Constitution, (Charles 

Scribner's Sons). 
Hart: American History Told by Contemporaries, Vol. 

IV, (The Macmillan Co.). 
Macy : History of Political Parties in the United States, 

(The Macmillan Co.). 
Bassett: The Plain Facts of American History, (The 

Macmillan Co.) . 
Garland: General Grant, (Doubleday, Page and Co.). 
*Fite : History of the United States, (Henry Holt and Co) . 
*Wilson (Woodrow) : Division and Reunion, (Longmans, 

Green and Co.). 
Paxson: The Last American Frontier, (The Macmillan 

Co.). 
Foster: A Century of American Diplomacy, (Houghton 

Mifflin Co.). 
Beard: The Supreme Court and the Constitution, (The 

Macmillan Co.). 
Martin: Maximilian in Mexico, (Charles Scribner's 

Sons) . 
Garrison : Westward Expansion, (Harper and Brothers) . 
Hart: Foundations of American Foreign Policy, (The 

Macmillan Co.). 
Coolidge: The United States as a World Power, (The 

Macmillan Co.). 
Curtis : The United States and Foreign Powers, (Charles 

Scribner's Sons). 



151 

Sparks : National Development, (Haiper and Brothers) . 
Johnson: A Century of Expansion, (The Macmillan Co.). 
Cowan and Kendall: Short History of England, (The 
Macmillan Co.). 

D'Alton: A History of Ireland, (Seeley, Bryers and 
Walker) . 

Caldecott: English Colonization and Empire, (Ginn and 
Co.). 

Judson: Europe in the Nineteenth Century, (Charles 
Scribner's Sons). 

King: A History of Italian Unity, (Charles Scribner's 
Sons) . 
*Cheyney: European Background of American History, 
(Ginn and Co.). 

Powers: America and Britain, (The Macmillan Co.). 

Barrows: History of the Philippines, (World Book Co.). 

Lodge : The War with Spain, (Hai-per and Brothers) . 
* Ashley: Modern European Civilization, especially Chap- 
ters XVIII-XXIII, (The Macmillan Co.). 

Latane: America as a World Power, (Harper and 
Brothers) . 

Powers: America among the Nations, (The Macmillan 
Co.). 

Weyl: The New Democracy, (The Macmillan Co.). 

Croly: The Promise of American Life, (The Macmillan 
Co.). 

DuBois: The Souls of Black Folk, (A. C. McClurg and 
Co.). 

Crowell : Coming Americans, (Board of Home Missions) . 

Ribbany: A Far Journey, (Houghton Mifflin Co.). 

Steiner: Following the Immigrant, (Revell Co.). 
*Patri: The Schoolmaster of a Great City, (The Mac- 
millan Co.). 
*Roosevelt: Autobiography, (The Macmillan Co.). 

Riis: Theodore Roosevelt: The Citizen, (The Macmillan 
Co.). 

Abbott: Panama Canal, (Dodd, Mead and Co.). 

Bishop: Panama, Past and Present, (The Century Co.). 

Channing and Lansing: The Story of the Great Lakes, 
(The Macmillan Co.). 

Clarke: The American Railway, (Charles Scribner's 
Sons) . 



152 

Warman: The Story of the Railroad, (Appleton). 
Spears: The Story of the American Merchant Marine, 

(The Macmillan Co.). 
Dunbar: History of Travel in America, (Bobbs-Merrill). 
Parton: Captains of Industry, (Houghton Mifflin Co.). 
Hubert: Men of Achievement, (Charles Scribner's Sons). 
Casson: The History of the Telephone, (A. C. McClurg 

and Co.). 
Methley: The Life Boat and its History, (J. B. Lippin- 

cott and Co.). 
Spears: The Story of the New England Whalers, (The 

Macmillan Co.). 

Wright: Industrial Evolution of the United States, 
(Charles Scribner's Sons). 

Coman: Industrial History of the United States, 
(The Macmillan Co.). 

*Moore : An Industrial History of the American People, 

(The Macmillan Co.). 
^Thompson : Economic History of the United States, 

(Sanborn and Co.). 

How: J. B. Eads, (Houghton Mifflin Co.). 

Taussig: Tariff History of the United States, (G. P. 
Putnam's Sons). 

Tarbell: The Tariff in Our Times, (The Macmillan Co.). 

* Addams : Twenty Years at Hull House, (The Macmillan 

Co.). 
*Bogart : Economic History of the United States, (Long- 
mans, Green and Co.). 

Dewey: Financial History of the United States, (Long- 
mans, Green and Co.). 

Morris and Box: Socialism, (Charles Scribner's Sons). 

Ely : The Labor Movement in America, (The Macmillan 
Co.). 

Ely: Socialism and Social Reform, (T. Y. Crowell and 
Co.). 

Hoar: Autobiography of Seventy Years, (Charles Scrib- 
ner's Sons). 

Beard: Contemporary American History, (The Macmil- 
lan Co.). 
*Dewey : National Problems, (Harper and Brothers) . 

Tarbell: The History of the Standard Oil Co., (The Mac- 
millan Co.). 



153 

Wyckoff : The Workers, (Charles Scribner's Sons). 
Shinn: Story of the Mine, (Appleton). 
Laut : Story of the Trapper, (Appleton) . 
Hough: Story of the Cowboy, (Appleton). 

James: Readings in American History, (Charles Scrib- 
ner's Sons). 

Preston: Documents Illustrative of American History, 
(G.P.Putnam's Sons). 

Publications of Pan-American Union, (John Barrett, 
Director General, Washington, D. C.). 

*Denney: American Public Addresses, (Scott, Foresman 
and Co.). 

Stevenson: Dramatized Scenes from American History, 
(Houghton Mifflin Co.) . 

FOR THE PUPIL, primarily. 

Warren: Stories from English History, (D. C. Heath 

and Co.). 
Johonnot : Ten Great Events in History, (American Book 

Co.). 
Knapp: Story of the Philippines, (Silver, Burdett and 

Co.). 
Stratemeyer : American Boy's Life of William McKinley, 

(Lothrop, Lee and Shepard Co.). 
*Washington (Booker T.) : Up from Slavery; Working 

with the Hands, (Houghton Mifflin Co.). 
*Riis: The Making of an American, (The Macmillan Co.). 

* Wheeler: Thomas A. Edison, (The Macmillan Co.). 

* Jones: Life of Edison, (Thomas Y. Crowell and Co.). 
*Miller, (Joaquin): Autobiography, (Harr Wagner Pub- 
lishing Co.). 

Paine : Life of Mark Twain, (Harper and Brothers) . 
*Keller: The Story of My Lif e, (Doubleday, Page and Co.). 
*Antin: The Promised Land; The Stranger Within Our 
Gates, (Houghton Mifflin Co.). 
Gulliver: The Friendship of Nations, (Ginn and Co.). 
Williams: Romance of Modern Locomotion, (C. A. 

Pearson) . 
Williams : How It Is Made, (Nelson) . 
*Perry : Four American Inventors, (American Book Co.) . 
*Bachman: Great Inventors and Their Inventions, 
(American Book Co.). 



154 

*Mowry: American Inventions and Inventors, (Silver, 

Burdett and Co.). 
*Baker: Boys' Book of Inventions; Boys' Second Book 

of Inventions, (Doubleday, Page and Co.). 
*Guerber: Story of the Great Republic, (American Book 

Co.). 
South worth : Builders of Our Country, Book II, (Apple- 
ton) . 
Price: The Land We Live In, (Small, Maynard and Co.). 

*Fisher: Resources and Industries of the United States, 
(Ginn and Co.). 

LITERATURE READINGS. 

Literature Reader, (State Series), Eighth Year, pages 
340-47. 

Longfellow: Decoration Day. 

Van Dyke: The Builders. 

Cheney: San Francisco. 

Altsheler: Last of the Chiefs. 

King: Campaigning with Crook, (Western Campaign- 
ing) ; Captured, (The Philippines) . 

Brown: King's End. 

Atherton: Senator North. 

Merwin- Webster : Calumet "K". 

Glasgow : Voice of the People. 

Wheeler : The Boy with the U. S. Foresters. 

Wright: The Winning of Barbara Worth, (Conserva- 
tion). 

Smith : Colonel Carter of Cartersville. 

Page: Red Rock; The Old South. 

Grady: The New South. 

Dunbar: Folks from Dixie. 

Moore : The Bishop of Cotton town. 

Ford : Honorable Peter Sterling. 

Allen : The Choir Invisible. 

Garland: Main Traveled Roads; A Little Norsk, (Farm 
life in the West). 

Johnston: The Little Colonel's Hero, (Red Cross). 

Kipling: Captains Courageous, (Newfoundland Fish- 
eries) . 

Spearman: Held for Orders, (Stories of the railroad). 



155 

Brooks : Last of the Strong Hearts. 

Wister: The Virginian. 

Norris : The Octopus ; The Pit. 

London: Call of the Wild. 

Hough : Young Alaskans. 

Zangwill : The Melting Pot. 

Empey : Over the Top. 

Aldrich : A Hilltop on the Mame. 

McCrae: In Flanders Field. 

Seeger: I Have a Rendezvous with Death. 

^Stevenson: Poems of American History, (Houghton 
Mifflin Co.). 

^Matthews: Poems of American Patriotism, (Charles 
Scribner's Sons). 

^Humphrey: Poetic New World, (Henry Holt and Co.). 

*Long: Patriotic Prose, (D. C. Heath and Co.). 

*Bemis, Holtz and Smith : The Patriotic Reader, (Hough- 
ton Mifflin Co.). 

*McBrien: Am.erica First, (American Book Co.). 
*Greenlaw: Builders of Democracy, (Scott, Foresman 

and Co.). 
Cunliffe: Poems of the Great War, (The Macmillan Co.). 
Finley : American Democracy from Washington to Wil- 
son, (The Macmillan Co.). 
*Gathany: American Patriotism in Prose and Verse, 
(The Macmillan Co.). 

CIVICS. 

GRADE VIII B. 

Time allotment: One hundred eighty minutes per 
week for Civics and History, including Current Events. 

Guide Topic: Governmental and Social Agencies that 
Operate to Promote the Welfare of the Community. 

(Text-book in the hands of the pupil: Dunn's "The 
Community and the Citizen", State Series.) 

Introduction. 

(Read carefully the Introduction to the Eight A 
Grade Civics Course.) 



156 

The relationship between History and Civics in this 
Grade is so close that many topics of the one are pertinent 
to the other. Hence, interchange of the time allotted to 
the one topic, with that allotted to the other, is fre- 
quently advisable. The teacher in presenting the material 
should make it bear directly upon the problems and situa- 
tions of the age in which we live. 

The dominant motive of the entire Course — "Ele- 
ments of Ideal Government by the People" — should be 
driven home in this Grade. 

Outline of Work. 

I. Studies of social and economic present-day prob- 
lems, such as: 

1. Currency, banks, trusts, and taxation, 

(Dunn, Chapter XXV). 

Topic references: Lesson C-21, of "Lessons in Com- 
munity and National Life", Series C, (see Seven A Grade 
Course for reference) , entitled "Before coins were made" ; 
Lesson C-22, "The minting of coins" ; Lesson C-23, "Paper 
money"; and Lesson C-24, "Money in the community 
and the home". (These "Lessons" supply a great deal of 
valuable material, together with excellent problems and 
available references.) Also, U. S. Bureau Bulletin, 1915, 
No. 23, pages 49 and 50. 

Note: This topic may well culminate in a general 
study of the financing of the world-war, so far as it con- 
cerns the participation of the United States — as taxation ; 
liberty bonds; war savings stamps, etc. 

Topic references: Hart's "America at War"; the 
"National Service Handbook", and Lesson B-22, "Financ- 
ing the war" of "Lessons in Community and National 
Life", Series B. 

2. Conservation. (Join with studies of "Thrift" 

in the earlier Grades.). (Dunn, Chapter 

XHI). 
Topic references : Lesson B-23, "Thrift and war sav- 
ings" and Lesson B-5, "Saving the soil", of "Lessons in 
Community and National Life", Series B; Lesson C-5 of 
"Lesson in Community and National Life", Series C, "Con- 
servation as exemplified by irrigation projects"; Lesson C-6, 
"Checking waste in the production and use of coal" ; Les- 
son C-7, "Preserving foods"; Lesson C-8, "Preventing 
waste of human beings" ; Lesson C-13, "Market reports 
on fruits and vegetables"; Lesson C-14, "The United 



157 

States Fuel Administration" ; Lesson C-16, "The commer- 
cial economy board of the Council of National Defense" : 
and Lesson C-29, "Child labor". 

3. Various other social problems as suggested 

in the History Course of the Grade. 
Topic references: "Immigration" in Lesson C-31 in 
the above cited Series; "Labor organization" in Lesson 
B-29 ; "Employment agencies" in Lesson B-30 ; "Housing 
for workers" in Lesson C-32; and "Feeding a city", in 
Lesson C-32. "Migration" in U. S. Bureau Bulletin, 1915, 
No. 23, pages 41 and 42. 

4. Transportation and communication. (Dunn, 

Chapter XIV.) (Join with the study of 
this topic in the Eight A Grade Civics 
Course and in the History Course of this 
Grade.) 

Such inquiries as routes followed by the 
"Forty-niners" in their efforts to reach 
the gold fields of California; the methods 
of transportation at that time compared 
with modern methods; the revolution in 
transportation due to the world-war; the 
influence of the development of transpor- 
tation and communication upon the 
growth and progress of the nation; rail- 
road problems of today ; the telephone and 
telegraph; and good roads. 
Suggested proposition for debate : the Gov- 
ernment of the United States should own 
and operate the railroads. 
Topic references : "Communication" in U. S. Bureau 

of Education Bulletin, 1915, No. 23, pages 37 to 39; 

"Transportation" in the same Bulletin, pages 39 to 41; 

"Telephone and telegraph". Lessons B-10, and "Good 

roads", Lesson B-27, of "Lessons in Community and 

National Life", Series B. 

5. The organization and function of political 

parties, together with a study of various 
^ political issues, such as :. the trusts, regula- 
tion of public utilities, and woman suf- 
frage, in close connection with the His- 
tory Course of this Grade; reports and 
discussions from Current Events sources 
of material; propositions for debate. 



158 

(The teacher has a wide range of selection of other 
topics on "Social and economic present-day problems" 
from the History Course of this Grade.) 

6. Organization of the national and state gov- 

ernments in war time, (refer to Hart's 
"America at War", and the "National Ser- 
vice Handbook'). 

7. A review of certain topics studied in earlier 

grades, taking into account the greater 
maturity of the pupil, such as: health, 
protection of life and property, education, 
(presenting the advantages and possibili- 
ties of high school education with special 
reference to San Francisco), recreation, 
civic beauty, and charities and correc- 
tions. These topics should be so taught as 
to bear directly upon immediate national 
conditions and events. (See particularly 
the Outlines of Work, and Reference Lists 
for Grades Six, Seven and Eight A.) 

8. A further study of Vocations, reviewing first 

the study of this topic in earlier grades. 
Topic references: Lesson B-8, "Finding a job"; 
Lesson B-11, "The work of women" ; and Lesson B-28, in 
"Women in industry", in "Lessons in Community and 
National Life", Series B. 

n. A study of the Elements of Ideal Government 
by the People, to arrive at an acceptable working basis 
for a definite summing-up of the Principles of Democracy. 

There is a vital need "of so training the American 
boys and girls that they may demonstrate in their lives 
the great principles of democracy. * * * If we, as 
teachers, could feel that instead of working for formal 
results, the development of power will ultimately secure 
far greater results, there would be more opportunity for 
the training which will fit the child to live in a dem- 
ocracy." (Detroit Course 1918, in "The Teaching of 
Patriotism.") 

A. Principles of Democracy. 

1. Liberty. 

2. Equality. 

3. Fraternity. 

4. Union. 

5. Service. 



159 

Type outline for first principle of democracy: "Liberty", 

(adapted from the Detroit Course). 

I. Man's age-old yearning for liberty^ (inalienable 

right) . 

II. The meaning of liberty. 

1. Civil: of person, of religion, of opinion, of 

speech, of property, of vocation. 

2. Political: individual, national, international. 

III. The price paid for liberty. 

1. War. 

2. Martyrdom. 

3. Exile. 

IV. Milestones along the road. 

1. Marathon. 

2. Magna Charta. 

3. The Reformation. 

4. The Declaration of Independence. 

5. The French Revolution. 

6. The emancipation of slaves. 

7. Women's rights. 

8. The conception of the League of Nations. 

V. Requirements of liberty. 

1. Responsibility, education, training. 

2. Non-license, fanaticism, or excess. 

3. Law-abiding citizenship, justice and brother- 

hood. 

VL America's contribution, and America's oppor- 
tunity. 

Similar outlines from the historical and ethical view- 
points should be developed by the class for the other 
four points in the 'Trinciples of Democracy". 

Topic reference : Wilson (Woodrow) : The State, 
(revised edition). Chapters I-IV, inclusive, and XXII. 

B. Formulation of Principles into a Creed. 

These studies will furnish a creed for democracy 
which ''might run somewhat as follows", (adapted from 
the Detroit Course) . 



160 

Democracy's Creed. 

We Believe in Liberty. 

In the freedom of nations, large and small ; 

In the freedom of civil and political life, of worship, 
of opinion, and of speech; 

In the duty of free peoples to strive against all 
forms of slavery and intolerance, and to»battle unceasingly 
for a liberated mankind. 



We Believe in Equality. 

In equal opportunities for all to share in the best 
things of life; 

In the duty of just citizens to labor for the abolition 
of all forms of special privilege, and to reject all oppor- 
tunities to profit by such means. 



We Believe in Fraternity. 

In a brotherhood that tolerates no social barriers 
built on differences of race or creed; 

In a democratic citizenship that applies the Golden 
Rule in its relations with its neighbors. 



We Believe in Union. 

In a society of individuals voluntarily combining and 
cooperating for the sake of greater strength ; 

In the fellowship of large-minded citizens who sink 
minor differences, and pull together for the achievement 
of mighty purposes. 



We Believe in Service. 

In the privilege and obligation of members of a demo- 
cratic community to utilize the heritage of civilization, 
and to employ their talents as a great trust in advancing 
the interests of the community, **Each for all and all for 
each". 

III. Civic virtues to be dwelt upon that they may 
grow into habits: 

Patriotism. 

Efficiency. 

Initiative. 

Perseverance. 

Cooperation. 

(See the Five A Grade Civics Course.) 



161 

Examples to emulate abound in the lives of the great 
Americans studied in the History Course of this Grade. 

IV. Civic activities to be encouraged and stimulated 
that they may develop a vital, practical interest in the 
welfare of the community: 

Scrapbook collections of Current Events clipp- 
ings, revenue stamps, tax-bills, etc. 

Father's and Mother's Day programs, and pro- 
grams for holidays and special occasions. 

Motion-picture, stereopticon, or balopticon lec- 
tures by pupils. 

Production of short plays, tableaux, pageants. 

Four-minute speeches; debates. 

Posters, cartoons and pictures; decoration of 
classrooms. 

Organized athletics; cooperative team-play. 

Boy Scouts. Camp Fire Girls. 

School and home gardens. 

Salvage; thrift savings stamps; school savings 
bank deposits. 

Flag drills and salute. 

'The American's Creed", (William Tyler Page). 
(See the Five A Grade Civics Course.) 

Committing to memory and singing of "Amer- 
ica", "The Star Spangled Banner", and "The 
Marseillaise". 

Service flags. 

REFERENCES FOR THE TEACHER. 

Forman: Essentials in Civil Government, Chapters 
XXXVn, XXXVin, XXXIX, and XL, (American 
Book Co.). 
*Turkington: My Country, Chapters XV, XVII, and XIX 
to XXIII, inclusive, (Ginn and Co.). 

Cabot and Others : A Course in Citizenship and Patriot- 
ism, revised edition, (Houghton Mifflin Co.). 

Boynton: School Civics, especially Chapters XXII, 
XXIII and XXIV, (Ginn and Co.). 

Giles: Vocational Civics, (The Macmillan Co.). 

Ashley: The New Civics, Chapters VII to X, inclusive, 
and XV to XIX, inclusive, (The Macmillan Co.). 



162 

*Guitteau: Government and Politics in the United States, 
Chapters IV to VI, inclusive, XII to XVII, inclusive, 
and XXIX to XXXVII, inclusive, (Houghton Mifflin 
Co.). 
Magruder: American Government, Chapters XXVII 
and XXIX, (Allyn and Bacon). 

Fulton : Bryce on American Democracy, (The Macmillan 
Co.). 
*Ellwood : Sociology and Modern Social Problems, (Amer- 
ican Book Co.). 

Addams : Democracy and Social Ethics, (The Macmillan 
Co.). 

*Towne: Social Problems, (The Macmillan Co.). 

*Burch and Patterson: American Social Problems, (The 
Macmillan Co.). 

Stewart : Social Problems, (Allyn and Bacon) . 

Leavitt and Brown: Elementary Social Science, (The 
Macmillan Co.). 

Van Hise: Conservation of Natural Resources in the 
U. S., (The Macmillan Co.). 

Taft: Four Aspects of Civic Duty, (Yale University 
Press) . 

Taft: The Presidency, (Charles Scribner's Sons). 
Roosevelt: American Ideals, (G. P. Putnam's Sons). 
Roosevelt: The New Nationalism, (The Outlook Co.). 
Wilson (Woodrow) : The New Freedom, (Doubleday, 
Page and Co.). 

^Wilson (Woodrow) : The State (revised edition) , (D. C. 
Heath and Co.). 

Beard: The Supreme Court and the Constitution, (The 
Macmillan Co.). 

* Ashley: Modern European Civilization, (The Macmillan 
Co.). 

*Hill: The Teaching of Civics, (Houghton Mifflin Co.). 
*Brewer: Oral English, (Ginn and Co.). 
*Knowles: Oral English, (D. C. Heath and Co.). 
Perry: Argumentation, (American Book Co.). 
Ringwalt: Briefs on Public Questions, (Longmans, 

Green and Co.). 
Shuter and Taylor: Both Sides of 100 PubHc Questions, 
(Hinds, Noble and Eldredge) . 



163 

Hay ward: Money: What It Is and How to Use It, 
(Houghton Mifflin Co.) . 

Leavitt-Brown : Prevocational Education, (Houghton 

Mifflin Co.). 
Allen: Business Employments, (Ginn and Co.). 
*Gowin and Wheatley: Occupations, (Ginn and Co.). 
Weaver: Profitable Vocations for Boys; Profitable Vo- 
cations for Girls, (Barnes). 
Schwab : Succeeding with What You Have, (The Century 

Co.). 
Bloomfield: Youth, School, and Vocation, (Houghton 

Mifflin Co.). 
Lee: Play in Education, (The Macmillan Co.) . 
*Curtis: Practical Conduct of Play, (The Macmillan Co.). 
*Thayer : Ethics of Success, Book Three, (Silver, Burdett 

and Co.). 
*Sneath and Hodges: Moral Training in the School and 
Home, (The Macmillan Co.). 
Rugh : Moral Training in the Public Schools, (Ginn and 

Co.). 
♦California Blue Bulletin, Supplement, September 1916, 
(State Board of Education) . 

*Strayer and Norsworthy: How to Teach, Chapters IX 
to XV, inclusive, (The Macmillan Co.). 

*La Rue : The Science and the Art of Teaching, Parts III 
and V, (American Book Co.). 

*Peters: Human Conduct, (The Macmillan Co.). 
Dean: Our Schools in War Time and After, (Ginn and 
Co.). 

*War Citizenship Lessons for the Elementary Schools, 
(California State Board of Education). 

♦Publications of the Committee on Public Information, 
Washington, D. C, especially the "National Service 
Handbook". 

*Hart: America at War, (National Security League, 19 
West 44th Street, New York City). 

*McBrien: America First, (American Book Co.). 

♦Greenlaw: Builders of Democracy, (Scott, Foresman 
and Co.). 

*Bemis,Holtz and Smith: The Patriotic Reader, (Hough- 
ton Mifflin Co.). 



164 

*Speare and Norris : World-War Issues and Ideals, (Ginn 

and Co.). 
*War Readings: (Charles Scribner's Sons). 

^Thompson and Bigwood : Lest We Forget, (Silver, Bur- 
dett and Co.). 

^Publications of the U. S. Fuel Administration. 

^Publications of the U. S. Food Administration. 

(See, also, the Reference Lists of the History Course 
of this and the preceding Grade.) 

CURRENT EVENTS. 
Refer to the General Introduction to this Course. 



LIBRARY OF CONGRESS 




